Support-query shift few-shot learning aims to classify unseen examples (query set) to labeled data (support set) based on the learned embedding in a low-dimensional space under a distribution shift between the support set and the query set. However, in real-world scenarios the shifts are usually unknown and varied, making it difficult to estimate in advance. Therefore, in this paper, we propose a novel but more difficult challenge, RSQS, focusing on Realistic Support-Query Shift few-shot learning. The key feature of RSQS is that the individual samples in a meta-task are subjected to multiple distribution shifts in each meta-task. In addition, we propose a unified adversarial feature alignment method called DUal adversarial ALignment framework (DuaL) to relieve RSQS from two aspects, i.e., inter-domain bias and intra-domain variance. On the one hand, for the inter-domain bias, we corrupt the original data in advance and use the synthesized perturbed inputs to train the repairer network by minimizing distance in the feature level. On the other hand, for intra-domain variance, we proposed a generator network to synthesize hard, i.e., less similar, examples from the support set in a self-supervised manner and introduce regularized optimal transportation to derive a smooth optimal transportation plan. Lastly, a benchmark of RSQS is built with several state-of-the-art baselines among three datasets (CIFAR100, mini-ImageNet, and Tiered-Imagenet). Experiment results show that DuaL significantly outperforms the state-of-the-art methods in our benchmark.

Online learning algorithms have been successfully used to design caching policies with regret guarantees. Existing algorithms assume that the cache knows the exact request sequence, but this may not be feasible in high load and/or memory-constrained scenarios, where the cache may have access only to sampled requests or to approximate requests' counters. In this paper, we propose the Noisy-Follow-the-Perturbed-Leader (NFPL) algorithm, a variant of the classic Follow-the-Perturbed-Leader (FPL) when request estimates are noisy, and we show that the proposed solution has sublinear regret under specific conditions on the requests estimator. The experimental evaluation compares the proposed solution against classic caching policies and validates the proposed approach under both synthetic and real request traces.

Graph classification, aiming at learning the graph-level representations for effective class assignments, has received outstanding achievements, which heavily relies on high-quality datasets that have balanced class distribution. In fact, most real-world graph data naturally presents a long-tailed form, where the head classes occupy much more samples than the tail classes, it thus is essential to study the graph-level classification over long-tailed data while still remaining largely unexplored. However, most existing long-tailed learning methods in visions fail to jointly optimize the representation learning and classifier training, as well as neglect the mining of the hard-to-classify classes. Directly applying existing methods to graphs may lead to sub-optimal performance, since the model trained on graphs would be more sensitive to the long-tailed distribution due to the complex topological characteristics. Hence, in this paper, we propose a novel long-tailed graph-level classification framework via Collaborative Multi-expert Learning (CoMe) to tackle the problem. To equilibrate the contributions of head and tail classes, we first develop balanced contrastive learning from the view of representation learning, and then design an individual-expert classifier training based on hard class mining. In addition, we execute gated fusion and disentangled knowledge distillation among the multiple experts to promote the collaboration in a multi-expert framework. Comprehensive experiments are performed on seven widely-used benchmark datasets to demonstrate the superiority of our method CoMe over state-of-the-art baselines.

Language use has been shown to correlate with depression, but large-scale validation is needed. Traditional methods like clinic studies are expensive. So, natural language processing has been employed on social media to predict depression, but limitations remain-lack of validated labels, biased user samples, and no context. Our study identified 29 topics in 3919 smartphone-collected speech recordings from 265 participants using the Whisper tool and BERTopic model. Six topics with a median PHQ-8 greater than or equal to 10 were regarded as risk topics for depression: No Expectations, Sleep, Mental Therapy, Haircut, Studying, and Coursework. To elucidate the topic emergence and associations with depression, we compared behavioral (from wearables) and linguistic characteristics across identified topics. The correlation between topic shifts and changes in depression severity over time was also investigated, indicating the importance of longitudinally monitoring language use. We also tested the BERTopic model on a similar smaller dataset (356 speech recordings from 57 participants), obtaining some consistent results. In summary, our findings demonstrate specific speech topics may indicate depression severity. The presented data-driven workflow provides a practical approach to collecting and analyzing large-scale speech data from real-world settings for digital health research.

Recommender systems are widely used to help people find items that are tailored to their interests. These interests are often influenced by social networks, making it important to use social network information effectively in recommender systems. This is especially true for demographic groups with interests that differ from the majority. This paper introduces STUDY, a Socially-aware Temporally caUsal Decoder recommender sYstem. STUDY introduces a new socially-aware recommender system architecture that is significantly more efficient to learn and train than existing methods. STUDY performs joint inference over socially connected groups in a single forward pass of a modified transformer decoder network. We demonstrate the benefits of STUDY in the recommendation of books for students who are dyslexic, or struggling readers. Dyslexic students often have difficulty engaging with reading material, making it critical to recommend books that are tailored to their interests. We worked with our non-profit partner Learning Ally to evaluate STUDY on a dataset of struggling readers. STUDY was able to generate recommendations that more accurately predicted student engagement, when compared with existing methods.

We present the InterviewBot that dynamically integrates conversation history and customized topics into a coherent embedding space to conduct 10 mins hybrid-domain (open and closed) conversations with foreign students applying to U.S. colleges for assessing their academic and cultural readiness. To build a neural-based end-to-end dialogue model, 7,361 audio recordings of human-to-human interviews are automatically transcribed, where 440 are manually corrected for finetuning and evaluation. To overcome the input/output size limit of a transformer-based encoder-decoder model, two new methods are proposed, context attention and topic storing, allowing the model to make relevant and consistent interactions. Our final model is tested both statistically by comparing its responses to the interview data and dynamically by inviting professional interviewers and various students to interact with it in real-time, finding it highly satisfactory in fluency and context awareness.

In recent years, the development of robotics and artificial intelligence (AI) systems has been nothing short of remarkable. As these systems continue to evolve, they are being utilized in increasingly complex and unstructured environments, such as autonomous driving, aerial robotics, and natural language processing. As a consequence, programming their behaviors manually or defining their behavior through reward functions (as done in reinforcement learning (RL)) has become exceedingly difficult. This is because such environments require a high degree of flexibility and adaptability, making it challenging to specify an optimal set of rules or reward signals that can account for all possible situations. In such environments, learning from an expert's behavior through imitation is often more appealing. This is where imitation learning (IL) comes into play - a process where desired behavior is learned by imitating an expert's behavior, which is provided through demonstrations. This paper aims to provide an introduction to IL and an overview of its underlying assumptions and approaches. It also offers a detailed description of recent advances and emerging areas of research in the field. Additionally, the paper discusses how researchers have addressed common challenges associated with IL and provides potential directions for future research. Overall, the goal of the paper is to provide a comprehensive guide to the growing field of IL in robotics and AI.

My favorite video game of 2023 involves a portly, balding pizza chef named Peppino Spaghetti scaling a medieval tower to defeat a sentient floating pie threatening to blow up his pizzeria. It was developed by a small independent studio named Tour de Pizza, led by a designer named McPig. Its soundtrack was largely composed by a first-time composer and a high school student. Its art style is at once expressive and grotesque. It's called Pizza Tower, and it is, in all seriousness, one of the best 2D platformers I've played in a long time. I'm late here, as Pizza Tower arrived on PC in January.

Back-to-school season always feels like a reset moment. However, the big topic this time around seems to be the same thing that defined the end of last year: ChatGPT and other large language models. Last winter and spring brought so many headlines about AI in the classroom, with some panicked schools going as far as to ban ChatGPT altogether. Now, with the summer months having offered a bit of time for reflection, some schools seem to be reconsidering their approach. Tate Ryan-Mosley, our senior tech policy reporter, spoke to the associate provost at Yale University to find out why the prestigious school never considered banning ChatGPT--and instead wants to work with it.

The big thing this year seems to be the same one that defined the end of last year: ChatGPT and other large language models. Last winter and spring brought so many headlines about AI in the classroom, with some panicked schools going as far as to ban ChatGPT altogether. My colleague Will Douglas Heaven wrote that it wasn't time to panic: generative AI, he argued, is going to change education but not destroy it. Now, with the summer months having offered a bit of time for reflection, some schools seem to be reconsidering their approach. For a perspective on how higher education institutions are now approaching the technology in the classroom, I spoke with Jenny Frederick.