Software has eaten the world with many of the necessities and quality of life services people use requiring software. Therefore, tools that improve the software development experience can have a significant impact on the world such as generating code and test cases, detecting bugs, question and answering, etc. The success of Deep Learning (DL) over the past decade has shown huge advancements in automation across many domains, including Software Development processes. One of the main reasons behind this success is the availability of large datasets such as open-source code available through GitHub or image datasets of mobile Graphical User Interfaces (GUIs) with RICO [112] and ReDRAW [267] to be trained on. Therefore, the central research question my dissertation explores is: In what ways can the software development process be improved through leveraging DL techniques on the vast amounts of unstructured software engineering artifacts? We coin the approaches that leverage DL to automate or augment various software development task as Intelligent Software Tools.

Abstract-- Lighter-than-air vehicles or blimps, are an evolving platform in robotics with several beneficial properties such as energy efficiency, collision resistance, and ability to work in close proximity to human users. While existing blimp designs have mainly used propeller-based propulsion, we focus our attention to an alternate locomotion method, flapping wings. Specifically, this paper introduces a flapping-wing blimp inspired by manta rays, in contrast to existing research on flapping-wing vehicles that draw inspiration from insects or birds. We present the overall design and control scheme of the blimp as well as the analysis on how the wing performs. The effects of wing shape and flapping characteristics on the thrust generation are studied experimentally. We also demonstrate that the flapping-wing blimp has a significant range advantage over a propeller-based system.

The recent advent of powerful Large-Language Models (LLM) provides a new conversational form of inquiry into historical memory (or, training data, in this case). We show that by augmenting such LLMs with vector embeddings from highly specialized academic sources, a conversational methodology can be made accessible to historians and other researchers in the Humanities. Concretely, we evaluate and demonstrate how LLMs have the ability of assisting researchers while they examine a customized corpora of different types of documents, including, but not exclusive to: (1). primary sources, (2). secondary sources written by experts, and (3). the combination of these two. Compared to established search interfaces for digital catalogues, such as metadata and full-text search, we evaluate the richer conversational style of LLMs on the performance of two main types of tasks: (1). question-answering, and (2). extraction and organization of data. We demonstrate that LLMs semantic retrieval and reasoning abilities on problem-specific tasks can be applied to large textual archives that have not been part of the its training data. Therefore, LLMs can be augmented with sources relevant to specific research projects, and can be queried privately by researchers.

Scaling high-quality tutoring is a major challenge in education. Because of the growing demand, many platforms employ novice tutors who, unlike professional educators, struggle to effectively address student mistakes and thus fail to seize prime learning opportunities for students. In this paper, we explore the potential for large language models (LLMs) to assist math tutors in remediating student mistakes. We present ReMath, a benchmark co-developed with experienced math teachers that deconstructs their thought process for remediation. The benchmark consists of three step-by-step tasks: (1) infer the type of student error, (2) determine the strategy to address the error, and (3) generate a response that incorporates that information. We evaluate the performance of state-of-the-art instruct-tuned and dialog models on ReMath. Our findings suggest that although models consistently improve upon original tutor responses, we cannot rely on models alone to remediate mistakes. Providing models with the error type (e.g., the student is guessing) and strategy (e.g., simplify the problem) leads to a 75% improvement in the response quality over models without that information. Nonetheless, despite the improvement, the quality of the best model's responses still falls short of experienced math teachers. Our work sheds light on the potential and limitations of using current LLMs to provide high-quality learning experiences for both tutors and students at scale. Our work is open-sourced at this link: \url{https://github.com/rosewang2008/remath}.

Teachers' growth mindset supportive language (GMSL)--rhetoric emphasizing that one's skills can be improved over time--has been shown to significantly reduce disparities in academic achievement and enhance students' learning outcomes. Although teachers espouse growth mindset principles, most find it difficult to adopt GMSL in their practice due the lack of effective coaching in this area. We explore whether large language models (LLMs) can provide automated, personalized coaching to support teachers' use of GMSL. We establish an effective coaching tool to reframe unsupportive utterances to GMSL by developing (i) a parallel dataset containing GMSL-trained teacher reframings of unsupportive statements with an accompanying annotation guide, (ii) a GMSL prompt framework to revise teachers' unsupportive language, and (iii) an evaluation framework grounded in psychological theory for evaluating GMSL with the help of students and teachers. We conduct a large-scale evaluation involving 174 teachers and 1,006 students, finding that both teachers and students perceive GMSL-trained teacher and model reframings as more effective in fostering a growth mindset and promoting challenge-seeking behavior, among other benefits. We also find that model-generated reframings outperform those from the GMSL-trained teachers. These results show promise for harnessing LLMs to provide automated GMSL feedback for teachers and, more broadly, LLMs' potentiality for supporting students' learning in the classroom. Our findings also demonstrate the benefit of large-scale human evaluations when applying LLMs in educational domains.

Readability refers to how easily a reader can understand a written text. Several factors affect the readability level, such as the complexity of the text, its subject matter, and the reader's background knowledge. Generating summaries based on different readability levels is critical for enabling knowledge consumption by diverse audiences. However, current text generation approaches lack refined control, resulting in texts that are not customized to readers' proficiency levels. In this work, we bridge this gap and study techniques to generate summaries at specified readability levels. Unlike previous methods that focus on a specific readability level (e.g., lay summarization), we generate summaries with fine-grained control over their readability. We develop three text generation techniques for controlling readability: (1) instruction-based readability control, (2) reinforcement learning to minimize the gap between requested and observed readability and (3) a decoding approach that uses lookahead to estimate the readability of upcoming decoding steps. We show that our generation methods significantly improve readability control on news summarization (CNN/DM dataset), as measured by various readability metrics and human judgement, establishing strong baselines for controllable readability in summarization.

While large language models based on the transformer architecture have demonstrated remarkable in-context learning (ICL) capabilities, understandings of such capabilities are still in an early stage, where existing theory and mechanistic understanding focus mostly on simple scenarios such as learning simple function classes. This paper takes initial steps on understanding ICL in more complex scenarios, by studying learning with representations. Concretely, we construct synthetic in-context learning problems with a compositional structure, where the label depends on the input through a possibly complex but fixed representation function, composed with a linear function that differs in each instance. By construction, the optimal ICL algorithm first transforms the inputs by the representation function, and then performs linear ICL on top of the transformed dataset. We show theoretically the existence of transformers that approximately implement such algorithms with mild depth and size. Empirically, we find trained transformers consistently achieve near-optimal ICL performance in this setting, and exhibit the desired dissection where lower layers transforms the dataset and upper layers perform linear ICL. Through extensive probing and a new pasting experiment, we further reveal several mechanisms within the trained transformers, such as concrete copying behaviors on both the inputs and the representations, linear ICL capability of the upper layers alone, and a post-ICL representation selection mechanism in a harder mixture setting. These observed mechanisms align well with our theory and may shed light on how transformers perform ICL in more realistic scenarios.

Open Information Extraction (OIE) aims to extract objective structured knowledge from natural texts, which has attracted growing attention to build dedicated models with human experience. As the large language models (LLMs) have exhibited remarkable in-context learning capabilities, a question arises as to whether the task of OIE can be effectively tackled with this paradigm? In this paper, we explore solving the OIE problem by constructing an appropriate reasoning environment for LLMs. Specifically, we first propose a method to effectively estimate the discrepancy of syntactic distribution between a LLM and test samples, which can serve as correlation evidence for preparing positive demonstrations. Upon the evidence, we introduce a simple yet effective mechanism to establish the reasoning environment for LLMs on specific tasks. Without bells and whistles, experimental results on the standard CaRB benchmark demonstrate that our $6$-shot approach outperforms state-of-the-art supervised method, achieving an $55.3$ $F_1$ score. Further experiments on TACRED and ACE05 show that our method can naturally generalize to other information extraction tasks, resulting in improvements of $5.7$ and $6.8$ $F_1$ scores, respectively.

Contact-rich manipulation is common in a wide range of robotic applications, including assembly [1, 2, 3, 4, 5, 6, 7, 8], object pivoting [9, 10, 11], grasping[12, 13, 14], and pushing [15, 16]. To accomplish these tasks, robots need to learn both the manipulation trajectory and the force control parameters. The manipulation trajectory guides the robot toward completing the task while physically engaging with the environment, whereas the force control parameters regulate the contact force. Incorrect control parameters can lead to oscillations and excessive contact forces that may damage the robot or the environment. Past works have tackled the contact-rich skill-learning problem in different ways. First, the majority of previous works [2, 10, 6, 7, 3, 17, 9, 18, 19] focus on learning the manipulation trajectories and rely on human experts to manually tune force control parameters. While this simplification has demonstrated remarkable performance in many applications, letting human labor tune control parameters is still inconvenient. Furthermore, the tuned parameter for one task may not generalize well to other task settings with different kinematic or dynamic properties. For example, assembly tasks with different clearances will require different control parameters.

Continual Learning (CL) aims to incrementally update a trained model on new tasks without forgetting the acquired knowledge of old ones. Existing CL methods usually reduce forgetting with task priors, \ie using task identity or a subset of previously seen samples for model training. However, these methods would be infeasible when such priors are unknown in real-world applications. To address this fundamental but seldom-studied problem, we propose a Prior-Free Continual Learning (PFCL) method, which learns new tasks without knowing the task identity or any previous data. First, based on a fixed single-head architecture, we eliminate the need for task identity to select the task-specific output head. Second, we employ a regularization-based strategy for consistent predictions between the new and old models, avoiding revisiting previous samples. However, using this strategy alone often performs poorly in class-incremental scenarios, particularly for a long sequence of tasks. By analyzing the effectiveness and limitations of conventional regularization-based methods, we propose enhancing model consistency with an auxiliary unlabeled dataset additionally. Moreover, since some auxiliary data may degrade the performance, we further develop a reliable sample selection strategy to obtain consistent performance improvement. Extensive experiments on multiple image classification benchmark datasets show that our PFCL method significantly mitigates forgetting in all three learning scenarios. Furthermore, when compared to the most recent rehearsal-based methods that replay a limited number of previous samples, PFCL achieves competitive accuracy. Our code is available at: https://github.com/visiontao/pfcl