Computational thinking, and by extension, computer programming, is notoriously challenging to learn. Conversational agents and generative artificial intelligence (genAI) have the potential to facilitate this learning process by offering personalized guidance, interactive learning experiences, and code generation. However, current genAI-based chatbots focus on professional developers and may not adequately consider educational needs. Involving educators in conceiving educational tools is critical for ensuring usefulness and usability. We enlisted \numParticipants{} instructors to engage in design fiction sessions in which we elicited abilities such a conversational agent supported by genAI should display. Participants envisioned a conversational agent that guides students stepwise through exercises, tuning its method of guidance with an awareness of the educational background, skills and deficits, and learning preferences. The insights obtained in this paper can guide future implementations of tutoring conversational agents oriented toward teaching computational thinking and computer programming.

Quadruped robots have emerged as an evolving technology that currently leverages simulators to develop a robust controller capable of functioning in the real-world without the need for further training. However, since it is impossible to predict all possible real-world situations, our research explores the possibility of enabling them to continue learning even after their deployment. To this end, we designed two continual learning scenarios, sequentially training the robot on different environments while simultaneously evaluating its performance across all of them. Our approach sheds light on the extent of both forward and backward skill transfer, as well as the degree to which the robot might forget previously acquired skills. By addressing these factors, we hope to enhance the adaptability and performance of quadruped robots in real-world scenarios.

In cross-lingual language understanding, machine translation is often utilized to enhance the transferability of models across languages, either by translating the training data from the source language to the target, or from the target to the source to aid inference. However, in cross-lingual machine reading comprehension (MRC), it is difficult to perform a deep level of assistance to enhance cross-lingual transfer because of the variation of answer span positions in different languages. In this paper, we propose X-STA, a new approach for cross-lingual MRC. Specifically, we leverage an attentive teacher to subtly transfer the answer spans of the source language to the answer output space of the target. A Gradient-Disentangled Knowledge Sharing technique is proposed as an improved cross-attention block. In addition, we force the model to learn semantic alignments from multiple granularities and calibrate the model outputs with teacher guidance to enhance cross-lingual transferability. Experiments on three multi-lingual MRC datasets show the effectiveness of our method, outperforming state-of-the-art approaches.

Personalized federated learning (PFL) is an approach proposed to address the issue of poor convergence on heterogeneous data. However, most existing PFL frameworks require strong assumptions for convergence. In this paper, we propose an alternating direction method of multipliers (ADMM) for training PFL models with Moreau envelope (FLAME), which achieves a sublinear convergence rate, relying on the relatively weak assumption of gradient Lipschitz continuity. Moreover, due to the gradient-free nature of ADMM, FLAME alleviates the need for hyperparameter tuning, particularly in avoiding the adjustment of the learning rate when training the global model. In addition, we propose a biased client selection strategy to expedite the convergence of training of PFL models. Our theoretical analysis establishes the global convergence under both unbiased and biased client selection strategies. Our experiments validate that FLAME, when trained on heterogeneous data, outperforms state-of-the-art methods in terms of model performance. Regarding communication efficiency, it exhibits an average speedup of 3.75x compared to the baselines. Furthermore, experimental results validate that the biased client selection strategy speeds up the convergence of both personalized and global models.

Large language models (LLMs) have been shown to possess impressive capabilities, while also raising crucial concerns about the faithfulness of their responses. A primary issue arising in this context is the management of (un)answerable queries by LLMs, which often results in hallucinatory behavior due to overconfidence. In this paper, we explore the behavior of LLMs when presented with (un)answerable queries. We ask: do models represent the fact that the question is (un)answerable when generating a hallucinatory answer? Our results show strong indications that such models encode the answerability of an input query, with the representation of the first decoded token often being a strong indicator. These findings shed new light on the spatial organization within the latent representations of LLMs, unveiling previously unexplored facets of these models. Moreover, they pave the way for the development of improved decoding techniques with better adherence to factual generation, particularly in scenarios where query (un)answerability is a concern.

Emotional intelligence significantly impacts our daily behaviors and interactions. Although Large Language Models (LLMs) are increasingly viewed as a stride toward artificial general intelligence, exhibiting impressive performance in numerous tasks, it is still uncertain if LLMs can genuinely grasp psychological emotional stimuli. Understanding and responding to emotional cues gives humans a distinct advantage in problem-solving. In this paper, we take the first step towards exploring the ability of LLMs to understand emotional stimuli. To this end, we first conduct automatic experiments on 45 tasks using various LLMs, including Flan-T5-Large, Vicuna, Llama 2, BLOOM, ChatGPT, and GPT-4. Our tasks span deterministic and generative applications that represent comprehensive evaluation scenarios. Our automatic experiments show that LLMs have a grasp of emotional intelligence, and their performance can be improved with emotional prompts (which we call "EmotionPrompt" that combines the original prompt with emotional stimuli), e.g., 8.00% relative performance improvement in Instruction Induction and 115% in BIG-Bench. In addition to those deterministic tasks that can be automatically evaluated using existing metrics, we conducted a human study with 106 participants to assess the quality of generative tasks using both vanilla and emotional prompts. Our human study results demonstrate that EmotionPrompt significantly boosts the performance of generative tasks (10.9% average improvement in terms of performance, truthfulness, and responsibility metrics). We provide an in-depth discussion regarding why EmotionPrompt works for LLMs and the factors that may influence its performance. We posit that EmotionPrompt heralds a novel avenue for exploring interdisciplinary knowledge for human-LLMs interaction.

Exploring data is crucial in data analysis, as it helps users understand and interpret the data more effectively. However, performing effective data exploration requires in-depth knowledge of the dataset and expertise in data analysis techniques. Not being familiar with either can create obstacles that make the process time-consuming and overwhelming for data analysts. To address this issue, we introduce InsightPilot, an LLM (Large Language Model)-based, automated data exploration system designed to simplify the data exploration process. InsightPilot automatically selects appropriate analysis intents, such as understanding, summarizing, and explaining. Then, these analysis intents are concretized by issuing corresponding intentional queries (IQueries) to create a meaningful and coherent exploration sequence. In brief, an IQuery is an abstraction and automation of data analysis operations, which mimics the approach of data analysts and simplifies the exploration process for users. By employing an LLM to iteratively collaborate with a state-of-the-art insight engine via IQueries, InsightPilot is effective in analyzing real-world datasets, enabling users to gain valuable insights through natural language inquiries. We demonstrate the effectiveness of InsightPilot in a case study, showing how it can help users gain valuable insights from their datasets.

In the context of continual learning, prototypes-as representative class embeddings-offer advantages in memory conservation and the mitigation of catastrophic forgetting. However, challenges related to semantic drift and prototype interference persist. In this study, we introduce the Contrastive Prototypical Prompt (CPP) approach. Through task-specific prompt-tuning, underpinned by a contrastive learning objective, we effectively address both aforementioned challenges. Our evaluations on four challenging class-incremental benchmarks reveal that CPP achieves a significant 4% to 6% improvement over state-of-the-art methods. Importantly, CPP operates without a rehearsal buffer and narrows the performance divergence between continual and offline joint-learning, suggesting an innovative scheme for Transformer-based continual learning systems.

This paper presents an innovative method for humanoid robots to acquire a comprehensive set of motor skills through reinforcement learning. The approach utilizes an achievement-triggered multi-path reward function rooted in developmental robotics principles, facilitating the robot to learn gross motor skills typically mastered by human infants within a single training phase. The proposed method outperforms standard reinforcement learning techniques in success rates and learning speed within a simulation environment. By leveraging the principles of self-discovery and exploration integral to infant learning, this method holds the potential to significantly advance humanoid robot motor skill acquisition.

Implementing intelligent control of robots is a difficult task, especially when dealing with complex black-box systems, because of the lack of visibility and understanding of how these robots work internally. This paper proposes an Intelligent Social Learning (ISL) algorithm to enable intelligent control of black-box robotic systems. Inspired by mutual learning among individuals in human social groups, ISL includes learning, imitation, and self-study styles. Individuals in the learning style use the Levy flight search strategy to learn from the best performer and form the closest relationships. In the imitation style, individuals mimic the best performer with a second-level rapport by employing a random perturbation strategy. In the self-study style, individuals learn independently using a normal distribution sampling method while maintaining a distant relationship with the best performer. Individuals in the population are regarded as autonomous intelligent agents in each style. Neural networks perform strategic actions in three styles to interact with the environment and the robot and iteratively optimize the network policy. Overall, ISL builds on the principles of intelligent optimization, incorporating ideas from reinforcement learning, and possesses strong search capabilities, fast computation speed, fewer hyperparameters, and insensitivity to sparse rewards. The proposed ISL algorithm is compared with four state-of-the-art methods on six continuous control benchmark cases in MuJoCo to verify its effectiveness and advantages. Furthermore, ISL is adopted in the simulation and experimental grasping tasks of the UR3 robot for validations, and satisfactory solutions are yielded.