Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

Temporal hypergraphs provide a powerful paradigm for modeling time-dependent, higher-order interactions in complex systems. Representation learning for hypergraphs is essential for extracting patterns of the higher-order interactions that are critically important in real-world problems in social network analysis, neuroscience, finance, etc. However, existing methods are typically designed only for specific tasks or static hypergraphs. We present CAt-Walk, an inductive method that learns the underlying dynamic laws that govern the temporal and structural processes underlying a temporal hypergraph. CAt-Walk introduces a temporal, higher-order walk on hypergraphs, SetWalk, that extracts higher-order causal patterns. CAt-Walk uses a novel adaptive and permutation invariant pooling strategy, SetMixer, along with a set-based anonymization process that hides the identity of hyperedges. Finally, we present a simple yet effective neural network model to encode hyperedges. Our evaluation on 10 hypergraph benchmark datasets shows that CAt-Walk attains outstanding performance on temporal hyperedge prediction benchmarks in both inductive and transductive settings. It also shows competitive performance with state-of-the-art methods for node classification.

Quantile regression is a powerful tool for inferring how covariates affect specific percentiles of the response distribution. Existing methods either estimate conditional quantiles separately for each quantile of interest or estimate the entire conditional distribution using semi- or non-parametric models. The former often produce inadequate models for real data and do not share information across quantiles, while the latter are characterized by complex and constrained models that can be difficult to interpret and computationally inefficient. Further, neither approach is well-suited for quantile-specific subset selection. Instead, we pose the fundamental problems of linear quantile estimation, uncertainty quantification, and subset selection from a Bayesian decision analysis perspective. For any Bayesian regression model, we derive optimal and interpretable linear estimates and uncertainty quantification for each model-based conditional quantile. Our approach introduces a quantile-focused squared error loss, which enables efficient, closed-form computing and maintains a close relationship with Wasserstein-based density estimation. In an extensive simulation study, our methods demonstrate substantial gains in quantile estimation accuracy, variable selection, and inference over frequentist and Bayesian competitors. We apply these tools to identify the quantile-specific impacts of social and environmental stressors on educational outcomes for a large cohort of children in North Carolina.

Randomized algorithms are important for solving large-scale optimization problems. In this paper, we propose a fast sketching algorithm for least square problems regularized by convex or nonconvex regularization functions, Sketching for Regularized Optimization (SRO). Our SRO algorithm first generates a sketch of the original data matrix, then solves the sketched problem. Different from existing randomized algorithms, our algorithm handles general Frechet subdifferentiable regularization functions in an unified framework. We present general theoretical result for the approximation error between the optimization results of the original problem and the sketched problem for regularized least square problems which can be convex or nonconvex. For arbitrary convex regularizer, relative-error bound is proved for the approximation error. Importantly, minimax rates for sparse signal estimation by solving the sketched sparse convex or nonconvex learning problems are also obtained using our general theoretical result under mild conditions. To the best of our knowledge, our results are among the first to demonstrate minimax rates for convex or nonconvex sparse learning problem by sketching under a unified theoretical framework. We further propose an iterative sketching algorithm which reduces the approximation error exponentially by iteratively invoking the sketching algorithm. Experimental results demonstrate the effectiveness of the proposed SRO and Iterative SRO algorithms.

When girls at Westfield High School in New Jersey found out boys were sharing nude photos of them in group chats, they were shocked, and not only because it was an invasion of privacy. Students said one or more classmates used an online tool powered by artificial intelligence to make the images, then shared them with others. The discovery has sparked uproar in Westfield, an affluent town outside New York City.

To augment language models with the ability to reason, researchers usually prompt or finetune them to produce chain of thought reasoning steps before producing the final answer. However, although people use natural language to reason effectively, it may be that LMs could reason more effectively with some intermediate computation that is not in natural language. In this work, we explore an alternative reasoning approach: instead of explicitly producing the chain of thought reasoning steps, we use the language model's internal hidden states to perform implicit reasoning. The implicit reasoning steps are distilled from a teacher model trained on explicit chain-of-thought reasoning, and instead of doing reasoning "horizontally" by producing intermediate words one-by-one, we distill it such that the reasoning happens "vertically" among the hidden states in different layers. We conduct experiments on a multi-digit multiplication task and a grade school math problem dataset and find that this approach enables solving tasks previously not solvable without explicit chain-of-thought, at a speed comparable to no chain-of-thought. To elicit their reasoning abilities, a prevalent paradigm has been the chainof-thought reasoning approach (Nye et al., 2021; Wei et al., 2022b; Kojima et al., 2022). Under this paradigm, models are trained or prompted to articulate intermediate steps before producing the final answer. Although this approach aligns with human problem-solving strategies, it might not fully leverage the computational potential of these language models. Consider the transformer architecture (Vaswani et al., 2017), which can manifest computation both "horizontally" by generating words in sequence and "vertically" by processing through its many layers of internal hidden states. With models like GPT-3 having as many as 96 layers (Brown et al., 2020), one might wonder: Why not let these models reason internally, "vertically" through their layers, and present the solution without necessarily articulating every intermediate step? Such an approach would not only save the significant time cost of autoregressively generating the chain-of-thought: it may also allow models to develop more efficient, if less human-interpretable, methods of reasoning, unconstrained by human conventions.

Solving math word problems depends on how to articulate the problems, the lens through which models view human linguistic expressions. Real-world settings count on such a method even more due to the diverse practices of the same mathematical operations. Earlier works constrain available thinking processes by limited prediction strategies without considering their significance in acquiring mathematical knowledge. We introduce Attention-based THought Expansion Network Architecture (ATHENA) to tackle the challenges of real-world practices by mimicking human thought expansion mechanisms in the form of neural network propagation. A thought expansion recurrently generates the candidates carrying the thoughts of possible math expressions driven from the previous step and yields reasonable thoughts by selecting the valid pathways to the goal. Our experiments show that ATHENA achieves a new state-of-the-art stage toward the ideal model that is compelling in variant questions even when the informativeness in training examples is restricted.

Encoding only the task-related information from the raw data, \ie, disentangled representation learning, can greatly contribute to the robustness and generalizability of models. Although significant advances have been made by regularizing the information in representations with information theory, two major challenges remain: 1) the representation compression inevitably leads to performance drop; 2) the disentanglement constraints on representations are in complicated optimization. To these issues, we introduce Bayesian networks with transmitted information to formulate the interaction among input and representations during disentanglement. Building upon this framework, we propose \textbf{DisTIB} (\textbf{T}ransmitted \textbf{I}nformation \textbf{B}ottleneck for \textbf{Dis}entangled representation learning), a novel objective that navigates the balance between information compression and preservation. We employ variational inference to derive a tractable estimation for DisTIB. This estimation can be simply optimized via standard gradient descent with a reparameterization trick. Moreover, we theoretically prove that DisTIB can achieve optimal disentanglement, underscoring its superior efficacy. To solidify our claims, we conduct extensive experiments on various downstream tasks to demonstrate the appealing efficacy of DisTIB and validate our theoretical analyses.

LLMs have demonstrated impressive zero-shot performance on NLP tasks thanks to the knowledge they acquired in their training. In multiple-choice QA tasks, the LM probabilities are used as an imperfect measure of the plausibility of each answer choice. One of the major limitations of the basic score is that it treats all words as equally important. We propose CASE, a Commonsense-Augmented Score with an Expanded Answer Space. CASE addresses this limitation by assigning importance weights for individual words based on their semantic relations to other words in the input. The dynamic weighting approach outperforms basic LM scores, not only because it reduces noise from unimportant words, but also because it informs the model of implicit commonsense knowledge that may be useful for answering the question. We then also follow prior work in expanding the answer space by generating lexically-divergent answers that are conceptually-similar to the choices. When combined with answer space expansion, our method outperforms strong baselines on 5 commonsense benchmarks. We further show these two approaches are complementary and may be especially beneficial when using smaller LMs.

Delivering personalised, formative feedback to multiple problem-based learning groups in a short time period can be almost impossible. We employed ChatGPT to provide personalised formative feedback in a one-hour Zoom break-out room activity that taught practicing health professionals how to formulate evaluation plans for digital health initiatives. Learners completed an evaluation survey that included Likert scales and open-ended questions that were analysed. Half of the 44 survey respondents had never used ChatGPT before. Overall, respondents found the feedback favourable, described a wide range of group dynamics, and had adaptive responses to the feedback, yet only three groups used the feedback loop to improve their evaluation plans. Future educators can learn from our experience including engineering prompts, providing instructions on how to use ChatGPT, and scaffolding optimal group interactions with ChatGPT. Future researchers should explore the influence of ChatGPT on group dynamics and derive design principles for the use of ChatGPT in collaborative learning.