Inverse protein folding is challenging due to its inherent one-to-many mapping characteristic, where numerous possible amino acid sequences can fold into a single, identical protein backbone. This task involves not only identifying viable sequences but also representing the sheer diversity of potential solutions. However, existing discriminative models, such as transformer-based auto-regressive models, struggle to encapsulate the diverse range of plausible solutions. In contrast, diffusion probabilistic models, as an emerging genre of generative approaches, offer the potential to generate a diverse set of sequence candidates for determined protein backbones. We propose a novel graph denoising diffusion model for inverse protein folding, where a given protein backbone guides the diffusion process on the corresponding amino acid residue types. The model infers the joint distribution of amino acids conditioned on the nodes' physiochemical properties and local environment. Moreover, we utilize amino acid replacement matrices for the diffusion forward process, encoding the biologically meaningful prior knowledge of amino acids from their spatial and sequential neighbors as well as themselves, which reduces the sampling space of the generative process. Our model achieves state-of-the-art performance over a set of popular baseline methods in sequence recovery and exhibits great potential in generating diverse protein sequences for a determined protein backbone structure.

Self-supervised learning (SSL) has emerged as a popular approach for learning audio representations. One goal of audio self-supervised pre-training is to transfer knowledge to downstream audio tasks, generally including clip-level and frame-level tasks. While frame-level tasks are important for fine-grained acoustic scene/event understanding, prior studies primarily evaluate on clip-level downstream tasks. In order to tackle both clip-level and frame-level tasks, this paper proposes Audio Teacher-Student Transformer (ATST), with a clip-level version (named ATST-Clip) and a frame-level version (named ATST-Frame), responsible for learning clip-level and frame-level representations, respectively. Both methods use a Transformer encoder and a teacher-student training scheme. We have carefully designed the view creation strategy for ATST-Clip and ATST-Frame. Specifically, ATST-Clip uses segment-wise data augmentations, and ATST-Frame integrates frame-wise data augmentations and masking. Experimental results show that our ATST-Frame model obtains state-of-the-art (SOTA) performances on most of the clip-level and frame-level downstream tasks. Especially, it outperforms other models by a large margin on the frame-level sound event detection task. In addition, the performance can be further improved by combining the two models through knowledge distillation. Our code is available online.

Theory of Mind (ToM) is a critical component of intelligence but its assessment remains the subject of heated debates. Prior research applied human ToM assessments to natural language processing models using either human-created standardized tests or rule-based templates. However, these methods primarily focus on simplistic reasoning and require further validation. Here, we leverage dynamic epistemic logic to isolate a particular component of ToM and to generate controlled problems. We also introduce new verbalization techniques to express these problems in English natural language. Our findings indicate that some language model scaling (from 70M to 6B and 350M to 174B) does not consistently yield results better than random chance. While GPT-4 demonstrates superior epistemic reasoning capabilities, there is still room for improvement. Our code and datasets are publicly available (https://huggingface.co/datasets/sileod/mindgames , https://github.com/sileod/llm-theory-of-mind )

The Metaverse is deemed the next evolution of the Internet and has received much attention recently. Metaverse applications via mobile augmented reality (MAR) require rapid and accurate object detection to mix digital data with the real world. As mobile devices evolve, their computational capabilities are increasing, and thus their computational resources can be leveraged to train machine learning models. In light of the increasing concerns of user privacy and data security, federated learning (FL) has become a promising distributed learning framework for privacy-preserving analytics. In this article, FL and MAR are brought together in the Metaverse. We discuss the necessity and rationality of the combination of FL and MAR. The prospective technologies that support FL and MAR in the Metaverse are also discussed. In addition, existing challenges that prevent the fulfillment of FL and MAR in the Metaverse and several application scenarios are presented. Finally, three case studies of Metaverse FL-MAR systems are demonstrated.

With the increasing computing power, using data-driven approaches to co-design a robot's morphology and controller has become a promising way. However, most existing data-driven methods require training the controller for each morphology to calculate fitness, which is time-consuming. In contrast, the dual-network framework utilizes data collected by individual networks under a specific morphology to train a population network that provides a surrogate function for morphology optimization. This approach replaces the traditional evaluation of a diverse set of candidates, thereby speeding up the training. Despite considerable results, the online training of both networks impedes their performance. To address this issue, we propose a concurrent network framework that combines online and offline reinforcement learning (RL) methods. By leveraging the behavior cloning term in a flexible manner, we achieve an effective combination of both networks. We conducted multiple sets of comparative experiments in the simulator and found that the proposed method effectively addresses issues present in the dual-network framework, leading to overall algorithmic performance improvement. Furthermore, we validated the algorithm on a real robot, demonstrating its feasibility in a practical application.

Ratings are frequently used to evaluate and compare subjects in various applications, from education to healthcare, because ratings provide succinct yet credible measures for comparing subjects. However, when multiple rating lists are combined or considered together, subjects often have missing ratings, because most rating lists do not rate every subject in the combined list. In this study, we propose analyses on missing value patterns using six real-world data sets in various applications, as well as the conditions for applicability of imputation algorithms. Based on the special structures and properties derived from the analyses, we propose optimization models and algorithms that minimize the total rating discordance across rating providers to impute missing ratings in the combined rating lists, using only the known rating information. The total rating discordance is defined as the sum of the pairwise discordance metric, which can be written as a quadratic function. Computational experiments based on real-world and synthetic rating data sets show that the proposed methods outperform the state-of-the-art general imputation methods in the literature in terms of imputation accuracy.

In this article we present a new modelling framework for structured concepts using a category-theoretic generalisation of conceptual spaces, and show how the conceptual representations can be learned automatically from data, using two very different instantiations: one classical and one quantum. A contribution of the work is a thorough category-theoretic formalisation of our framework. We claim that the use of category theory, and in particular the use of string diagrams to describe quantum processes, helps elucidate some of the most important features of our approach. We build upon Gardenfors' classical framework of conceptual spaces, in which cognition is modelled geometrically through the use of convex spaces, which in turn factorise in terms of simpler spaces called domains. We show how concepts from the domains of shape, colour, size and position can be learned from images of simple shapes, where concepts are represented as Gaussians in the classical implementation, and quantum effects in the quantum one. In the classical case we develop a new model which is inspired by the Beta-VAE model of concepts, but is designed to be more closely connected with language, so that the names of concepts form part of the graphical model. In the quantum case, concepts are learned by a hybrid classical-quantum network trained to perform concept classification, where the classical image processing is carried out by a convolutional neural network and the quantum representations are produced by a parameterised quantum circuit. Finally, we consider the question of whether our quantum models of concepts can be considered conceptual spaces in the Gardenfors sense.

Supervised learning models have been used in various domains such as lending, college admission, face recognition, natural language processing, etc. However, they may inherit pre-existing biases from training data and exhibit discrimination against protected social groups. Various fairness notions have been proposed to address unfairness issues. In this work, we focus on Equalized Loss (EL), a fairness notion that requires the expected loss to be (approximately) equalized across different groups. Imposing EL on the learning process leads to a non-convex optimization problem even if the loss function is convex, and the existing fair learning algorithms cannot properly be adopted to find the fair predictor under the EL constraint. This paper introduces an algorithm that can leverage off-the-shelf convex programming tools (e.g., CVXPY) to efficiently find the global optimum of this non-convex optimization. In particular, we propose the ELminimizer algorithm, which finds the optimal fair predictor under EL by reducing the non-convex optimization to a sequence of convex optimization problems. We theoretically prove that our algorithm finds the global optimal solution under certain conditions. Then, we support our theoretical results through several empirical studies.

Lecture transcript translation helps learners understand online courses, however, building a high-quality lecture machine translation system lacks publicly available parallel corpora. To address this, we examine a framework for parallel corpus mining, which provides a quick and effective way to mine a parallel corpus from publicly available lectures on Coursera. To create the parallel corpora, we propose a dynamic programming based sentence alignment algorithm which leverages the cosine similarity of machine-translated sentences. The sentence alignment F1 score reaches 96%, which is higher than using the BERTScore, LASER, or sentBERT methods. For both English--Japanese and English--Chinese lecture translations, we extracted parallel corpora of approximately 50,000 lines and created development and test sets through manual filtering for benchmarking translation performance. Through machine translation experiments, we show that the mined corpora enhance the quality of lecture transcript translation when used in conjunction with out-of-domain parallel corpora via multistage fine-tuning. Furthermore, this study also suggests guidelines for gathering and cleaning corpora, mining parallel sentences, cleaning noise in the mined data, and creating high-quality evaluation splits. For the sake of reproducibility, we have released the corpora as well as the code to create them. The dataset is available at https://github.com/shyyhs/CourseraParallelCorpusMining.

The integration of Artificial Intelligence (AI) into education is a recent development, with chatbots emerging as a noteworthy addition to this transformative landscape. As online learning platforms rapidly advance, students need to adapt swiftly to excel in this dynamic environment. Consequently, understanding the acceptance of chatbots, particularly those employing Large Language Model (LLM) such as Chat Generative Pretrained Transformer (ChatGPT), Google Bard, and other interactive AI technologies, is of paramount importance. However, existing research on chatbots in education has overlooked key behavior-related aspects, such as Optimism, Innovativeness, Discomfort, Insecurity, Transparency, Ethics, Interaction, Engagement, and Accuracy, creating a significant literature gap. To address this gap, this study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the determinant of chatbots adoption in education among students, considering the Technology Readiness Index (TRI) and Technology Acceptance Model (TAM). Utilizing a five-point Likert scale for data collection, we gathered a total of 185 responses, which were analyzed using R-Studio software. We established 12 hypotheses to achieve its objectives. The results showed that Optimism and Innovativeness are positively associated with Perceived Ease of Use (PEOU) and Perceived Usefulness (PU). Conversely, Discomfort and Insecurity negatively impact PEOU, with only Insecurity negatively affecting PU. These findings provide insights for future technology designers, elucidating critical user behavior factors influencing chatbots adoption and utilization in educational contexts.