Pir\'a is a reading comprehension dataset focused on the ocean, the Brazilian coast, and climate change, built from a collection of scientific abstracts and reports on these topics. This dataset represents a versatile language resource, particularly useful for testing the ability of current machine learning models to acquire expert scientific knowledge. Despite its potential, a detailed set of baselines has not yet been developed for Pir\'a. By creating these baselines, researchers can more easily utilize Pir\'a as a resource for testing machine learning models across a wide range of question answering tasks. In this paper, we define six benchmarks over the Pir\'a dataset, covering closed generative question answering, machine reading comprehension, information retrieval, open question answering, answer triggering, and multiple choice question answering. As part of this effort, we have also produced a curated version of the original dataset, where we fixed a number of grammar issues, repetitions, and other shortcomings. Furthermore, the dataset has been extended in several new directions, so as to face the aforementioned benchmarks: translation of supporting texts from English into Portuguese, classification labels for answerability, automatic paraphrases of questions and answers, and multiple choice candidates. The results described in this paper provide several points of reference for researchers interested in exploring the challenges provided by the Pir\'a dataset.

For a long time, humanity has pursued artificial intelligence (AI) equivalent to or surpassing the human level, with AI agents considered a promising vehicle for this pursuit. AI agents are artificial entities that sense their environment, make decisions, and take actions. Many efforts have been made to develop intelligent agents, but they mainly focus on advancement in algorithms or training strategies to enhance specific capabilities or performance on particular tasks. Actually, what the community lacks is a general and powerful model to serve as a starting point for designing AI agents that can adapt to diverse scenarios. Due to the versatile capabilities they demonstrate, large language models (LLMs) are regarded as potential sparks for Artificial General Intelligence (AGI), offering hope for building general AI agents. Many researchers have leveraged LLMs as the foundation to build AI agents and have achieved significant progress. In this paper, we perform a comprehensive survey on LLM-based agents. We start by tracing the concept of agents from its philosophical origins to its development in AI, and explain why LLMs are suitable foundations for agents. Building upon this, we present a general framework for LLM-based agents, comprising three main components: brain, perception, and action, and the framework can be tailored for different applications. Subsequently, we explore the extensive applications of LLM-based agents in three aspects: single-agent scenarios, multi-agent scenarios, and human-agent cooperation. Following this, we delve into agent societies, exploring the behavior and personality of LLM-based agents, the social phenomena that emerge from an agent society, and the insights they offer for human society. Finally, we discuss several key topics and open problems within the field. A repository for the related papers at https://github.com/WooooDyy/LLM-Agent-Paper-List.

Machine learning techniques have successfully been used to extract structural information such as the crystal space group from powder X-ray diffractograms. However, training directly on simulated diffractograms from databases such as the ICSD is challenging due to its limited size, class-inhomogeneity, and bias toward certain structure types. We propose an alternative approach of generating synthetic crystals with random coordinates by using the symmetry operations of each space group. Based on this approach, we demonstrate online training of deep ResNet-like models on up to a few million unique on-the-fly generated synthetic diffractograms per hour. For our chosen task of space group classification, we achieved a test accuracy of 79.9% on unseen ICSD structure types from most space groups. This surpasses the 56.1% accuracy of the current state-of-the-art approach of training on ICSD crystals directly. Our results demonstrate that synthetically generated crystals can be used to extract structural information from ICSD powder diffractograms, which makes it possible to apply very large state-of-the-art machine learning models in the area of powder X-ray diffraction. We further show first steps toward applying our methodology to experimental data, where automated XRD data analysis is crucial, especially in high-throughput settings. While we focused on the prediction of the space group, our approach has the potential to be extended to related tasks in the future.

Named Entity Recognition (NER) aims to extract and classify entity mentions in the text into pre-defined types (e.g., organization or person name). Recently, many works have been proposed to shape the NER as a machine reading comprehension problem (also termed MRC-based NER), in which entity recognition is achieved by answering the formulated questions related to pre-defined entity types through MRC, based on the contexts. However, these works ignore the label dependencies among entity types, which are critical for precisely recognizing named entities. In this paper, we propose to incorporate the label dependencies among entity types into a multi-task learning framework for better MRC-based NER. We decompose MRC-based NER into multiple tasks and use a self-attention module to capture label dependencies. Comprehensive experiments on both nested NER and flat NER datasets are conducted to validate the effectiveness of the proposed Multi-NER. Experimental results show that Multi-NER can achieve better performance on all datasets.

This paper presents a novel framework, Artificial Intelligence-Enabled Intelligent Assistant (AIIA), for personalized and adaptive learning in higher education. The AIIA system leverages advanced AI and Natural Language Processing (NLP) techniques to create an interactive and engaging learning platform. This platform is engineered to reduce cognitive load on learners by providing easy access to information, facilitating knowledge assessment, and delivering personalized learning support tailored to individual needs and learning styles. The AIIA's capabilities include understanding and responding to student inquiries, generating quizzes and flashcards, and offering personalized learning pathways. The research findings have the potential to significantly impact the design, implementation, and evaluation of AI-enabled Virtual Teaching Assistants (VTAs) in higher education, informing the development of innovative educational tools that can enhance student learning outcomes, engagement, and satisfaction. The paper presents the methodology, system architecture, intelligent services, and integration with Learning Management Systems (LMSs) while discussing the challenges, limitations, and future directions for the development of AI-enabled intelligent assistants in education.

The problem of coordinated data collection is studied for a mobile crowdsensing (MCS) system. A mobile crowdsensing platform (MCSP) sequentially publishes sensing tasks to the available mobile units (MUs) that signal their willingness to participate in a task by sending sensing offers back to the MCSP. From the received offers, the MCSP decides the task assignment. A stable task assignment must address two challenges: the MCSP's and MUs' conflicting goals, and the uncertainty about the MUs' required efforts and preferences. To overcome these challenges a novel decentralized approach combining matching theory and online learning, called collision-avoidance multi-armed bandit with strategic free sensing (CA-MAB-SFS), is proposed. The task assignment problem is modeled as a matching game considering the MCSP's and MUs' individual goals while the MUs learn their efforts online. Our innovative "free-sensing" mechanism significantly improves the MU's learning process while reducing collisions during task allocation. The stable regret of CA-MAB-SFS, i.e., the loss of learning, is analytically shown to be bounded by a sublinear function, ensuring the convergence to a stable optimal solution. Simulation results show that CA-MAB-SFS increases the MUs' and the MCSP's satisfaction compared to state-of-the-art methods while reducing the average task completion time by at least 16%.

No matter what kind of theoretical concept is incorporated into the heart of such an investment model, we have a few similar issues that have to be properly addressed to increase the probability of generating efficient signals on out-of-sample (OOS) data. Among many others, these include the architecture of testing various models (machine learning, econometric, macroeconomic, or statistical approaches), the structure of the walk-forward procedure (usually consisting of numerous training, validation, and testing periods of different lengths), hyperparameters tuning and parameters optimization, model estimation phase, and finally the appropriate set of time series with possibly diverse characteristics of their distributions. The point is that all of these problems have to be designed optimally in order to avoid potential over-fitting issues and find the best possible variant of the investment model. Majority of papers undertaking the topic of AIS testing do not put proper attention to these problems and focus only on the empirical testing of one or several selected investment models, on a single instrument, over quite short data periods, usually without explaining the details of the whole procedure.

With recent advances in generative AI, conversational models like ChatGPT have become feasible candidates for TAs. We investigate the practicality of using generative AI as TAs in introductory programming education by examining novice learners' interaction with TAs in a subgoal learning environment. To compare the learners' interaction and perception of the AI and human TAs, we conducted a between-subject study with 20 novice programming learners. Learners solve programming tasks by producing subgoals and subsolutions with the guidance of a TA. Our study shows that learners can solve tasks faster with comparable scores with AI TAs. Learners' perception of the AI TA is on par with that of human TAs in terms of speed and comprehensiveness of the replies and helpfulness, difficulty, and satisfaction of the conversation. Finally, we suggest guidelines to better design and utilize generative AI as TAs in programming education from the result of our chat log analysis.

A moderately detailed consideration of interactive LLMs as cognitive systems is given, focusing on LLMs circa mid-2023 such as ChatGPT, GPT-4, Bard, Llama, etc.. Cognitive strengths of these systems are reviewed, and then careful attention is paid to the substantial differences between the sort of cognitive system these LLMs are, and the sort of cognitive systems human beings are. It is found that many of the practical weaknesses of these AI systems can be tied specifically to lacks in the basic cognitive architectures according to which these systems are built. It is argued that incremental improvement of such LLMs is not a viable approach to working toward human-level AGI, in practical terms given realizable amounts of compute resources. This does not imply there is nothing to learn about human-level AGI from studying and experimenting with LLMs, nor that LLMs cannot form significant parts of human-level AGI architectures that also incorporate other ideas. Social and ethical matters regarding LLMs are very briefly touched from this perspective, which implies that while care should be taken regarding misinformation and other issues, and economic upheavals will need their own social remedies based on their unpredictable course as with any powerfully impactful technology, overall the sort of policy needed as regards modern LLMs is quite different than would be the case if a more credible approximation to human-level AGI were at hand.

Unsupported and unfalsifiable claims we encounter in our daily lives can influence our view of the world. Characterizing, summarizing, and -- more generally -- making sense of such claims, however, can be challenging. In this work, we focus on fine-grained debate topics and formulate a new task of distilling, from such claims, a countable set of narratives. We present a crowdsourced dataset of 12 controversial topics, comprising more than 120k arguments, claims, and comments from heterogeneous sources, each annotated with a narrative label. We further investigate how large language models (LLMs) can be used to synthesise claims using In-Context Learning. We find that generated claims with supported evidence can be used to improve the performance of narrative classification models and, additionally, that the same model can infer the stance and aspect using a few training examples. Such a model can be useful in applications which rely on narratives , e.g. fact-checking.