Knowledge Distillation (KD), which transfers the knowledge of a well-trained large model (teacher) to a small model (student), has become an important area of research for practical deployment of recommender systems. Recently, Relaxed Ranking Distillation (RRD) has shown that distilling the ranking information in the recommendation list significantly improves the performance. However, the method still has limitations in that 1) it does not fully utilize the prediction errors of the student model, which makes the training not fully efficient, and 2) it only distills the user-side ranking information, which provides an insufficient view under the sparse implicit feedback. This paper presents Dual Correction strategy for Distillation (DCD), which transfers the ranking information from the teacher model to the student model in a more efficient manner. Most importantly, DCD uses the discrepancy between the teacher model and the student model predictions to decide which knowledge to be distilled. By doing so, DCD essentially provides the learning guidance tailored to "correcting" what the student model has failed to accurately predict. This process is applied for transferring the ranking information from the user-side as well as the item-side to address sparse implicit user feedback. Our experiments show that the proposed method outperforms the state-of-the-art baselines, and ablation studies validate the effectiveness of each component.

Solving a linear system $Ax=b$ is a fundamental scientific computing primitive for which numerous solvers and preconditioners have been developed. These come with parameters whose optimal values depend on the system being solved and are often impossible or too expensive to identify; thus in practice sub-optimal heuristics are used. We consider the common setting in which many related linear systems need to be solved, e.g. during a single numerical simulation. In this scenario, can we sequentially choose parameters that attain a near-optimal overall number of iterations, without extra matrix computations? We answer in the affirmative for Successive Over-Relaxation (SOR), a standard solver whose parameter $\omega$ has a strong impact on its runtime. For this method, we prove that a bandit online learning algorithm -- using only the number of iterations as feedback -- can select parameters for a sequence of instances such that the overall cost approaches that of the best fixed $\omega$ as the sequence length increases. Furthermore, when given additional structural information, we show that a contextual bandit method asymptotically achieves the performance of the instance-optimal policy, which selects the best $\omega$ for each instance. Our work provides the first learning-theoretic treatment of high-precision linear system solvers and the first end-to-end guarantees for data-driven scientific computing, demonstrating theoretically the potential to speed up numerical methods using well-understood learning algorithms.

Work on continual learning (CL) has largely focused on the problems arising from the dynamically-changing data distribution. However, CL can be decomposed into two sub-problems: (a) shifts in the data distribution, and (b) dealing with the fact that the data is split into chunks and so only a part of the data is available to be trained on at any point in time. In this work, we look at the latter subproblem--the chunking of data--and note that previous analysis of chunking in the CL literature is sparse. We show that chunking is an important part of CL, accounting for around half of the performance drop from offline learning in our experiments. Furthermore, our results reveal that current CL algorithms do not address the chunking sub-problem, only performing as well as plain SGD training when there is no shift in the data distribution. We analyse why performance drops when learning occurs on chunks of data, and find that forgetting, which is often seen to be a problem due to distribution shift, still arises and is a significant problem. Motivated by an analysis of the linear case, we show that per-chunk weight averaging improves performance in the chunking setting and that this performance transfers to the full CL setting. Hence, we argue that work on chunking can help advance CL in general. How should we update a neural network efficiently when we observe new data?

In the past years, AlphaFold has revolutionised protein science. This Artificial Intelligence (AI) tool was trained on protein data collected by life scientists for over 50 years, and is able to predict the 3D shape of proteins with high accuracy. Its success prompted the modelling of an astounding 215 million proteins last year, providing insights into the shapes of almost any protein. This is particularly interesting for proteins that have not been studied experimentally, a complex and time-consuming process. "There are now many sources of protein information, containing valuable insights into how proteins evolve and work" says Joana Pereira, the leader of the study.

We investigate the unsupervised constituency parsing task, which organizes words and phrases of a sentence into a hierarchical structure without using linguistically annotated data. We observe that existing unsupervised parsers capture differing aspects of parsing structures, which can be leveraged to enhance unsupervised parsing performance. To this end, we propose a notion of "tree averaging," based on which we further propose a novel ensemble method for unsupervised parsing. To improve inference efficiency, we further distill the ensemble knowledge into a student model; such an ensemble-then-distill process is an effective approach to mitigate the over-smoothing problem existing in common multi-teacher distilling methods. Experiments show that our method surpasses all previous approaches, consistently demonstrating its effectiveness and robustness across various runs, with different ensemble components, and under domain-shift conditions.

What can be learned about causality and experimentation from passive data? This question is salient given recent successes of passively-trained language models in interactive domains such as tool use. Passive learning is inherently limited. However, we show that purely passive learning can in fact allow an agent to learn generalizable strategies for determining and using causal structures, as long as the agent can intervene at test time. We formally illustrate that learning a strategy of first experimenting, then seeking goals, can allow generalization from passive learning in principle. We then show empirically that agents trained via imitation on expert data can indeed generalize at test time to infer and use causal links which are never present in the training data; these agents can also generalize experimentation strategies to novel variable sets never observed in training. We then show that strategies for causal intervention and exploitation can be generalized from passive data even in a more complex environment with high-dimensional observations, with the support of natural language explanations. Explanations can even allow passive learners to generalize out-of-distribution from perfectly-confounded training data. Finally, we show that language models, trained only on passive next-word prediction, can generalize causal intervention strategies from a few-shot prompt containing examples of experimentation, together with explanations and reasoning. These results highlight the surprising power of passive learning of active causal strategies, and may help to understand the behaviors and capabilities of language models.

The evaluation of large language models is an essential task in the field of language understanding and generation. As language models continue to advance, the need for effective benchmarks to assess their performance has become imperative. In the context of Traditional Chinese, there is a scarcity of comprehensive and diverse benchmarks to evaluate the capabilities of language models, despite the existence of certain benchmarks such as DRCD, TTQA, CMDQA, and FGC dataset. To address this gap, we propose a novel set of benchmarks that leverage existing English datasets and are tailored to evaluate language models in Traditional Chinese. These benchmarks encompass a wide range of tasks, including contextual question-answering, summarization, classification, and table understanding. The proposed benchmarks offer a comprehensive evaluation framework, enabling the assessment of language models' capabilities across different tasks. In this paper, we evaluate the performance of GPT-3.5, Taiwan-LLaMa-v1.0, and Model 7-C, our proprietary model, on these benchmarks. The evaluation results highlight that our model, Model 7-C, achieves performance comparable to GPT-3.5 with respect to a part of the evaluated capabilities. In an effort to advance the evaluation of language models in Traditional Chinese and stimulate further research in this field, we have open-sourced our benchmark and opened the model for trial.

Reinforcement learning often requires millions of examples to produce static, black-box models. In contrast, interactive task learning (ITL) emphasizes incremental knowledge acquisition from limited instruction provided by humans in modalities such as natural language. However, in practice, ITL systems often suffers from brittle, error-prone language parsing. Large language models (LLMs) are resistant to brittleness but are not interpretable and cannot learn incrementally. We present VAL, an ITL system with a new philosophy for LLM/symbolic integration. By using LLMs only for specific tasks -- such as predicate and argument selection -- within an algorithmic framework, VAL reaps the benefits of LLMs to support interactive learning of hierarchical task knowledge from natural language. Acquired knowledge is human interpretable and generalizes to support execution of novel tasks without additional training. We studied users' interactions with VAL in a video game setting, finding that most users could successfully teach VAL using language they felt was natural.

To ensure that citizens, including young people, become responsible users and creators of intelligent solutions, there has been increasing attention towards incorporating artificial intelligence (AI) curricula, including NLP, into 21st century computing education [11, 46, 54]. Children are growing up with NLP-powered applications, making them ideal learning platforms. For example, conversational agents have been demonstrated to enhance engagement in reading [57], foster language learning [16, 56] and promote story comprehension and engagement [55]. Despite the prevalence of NLP in young people's lives, there is limited research on teaching them NLP concepts. Traditionally, AI and NLP concepts have been taught primarily in higher education [3, 32, 40]. However, research indicates that children are capable of grasping AI and NLP concepts from a young age [10, 20].

Artificial neural networks (ANNs) have been broadly utilized to analyze various data and solve different domain problems. However, neural networks (NNs) have been considered a black box operation for years because their underlying computation and meaning are hidden. Due to this nature, users often face difficulties in interpreting the underlying mechanism of the NNs and the benefits of using them. In this paper, to improve users' learning and understanding of NNs, an interactive learning system is designed to create digit patterns and recognize them in real time. To help users clearly understand the visual differences of digit patterns (i.e., 0 ~ 9) and their results with an NN, integrating visualization is considered to present all digit patterns in a two-dimensional display space with supporting multiple user interactions. An evaluation with multiple datasets is conducted to determine its usability for active learning. In addition, informal user testing is managed during a summer workshop by asking the workshop participants to use the system.