We present Belebele, a multiple-choice machine reading comprehension (MRC) dataset spanning 122 language variants. Significantly expanding the language coverage of natural language understanding (NLU) benchmarks, this dataset enables the evaluation of text models in high-, medium-, and low-resource languages. Each question is based on a short passage from the Flores-200 dataset and has four multiple-choice answers. The questions were carefully curated to discriminate between models with different levels of general language comprehension. The English dataset on its own proves difficult enough to challenge state-of-the-art language models. Being fully parallel, this dataset enables direct comparison of model performance across all languages. We use this dataset to evaluate the capabilities of multilingual masked language models (MLMs) and large language models (LLMs). We present extensive results and find that despite significant cross-lingual transfer in English-centric LLMs, much smaller MLMs pretrained on balanced multilingual data still understand far more languages. We also observe that larger vocabulary size and conscious vocabulary construction correlate with better performance on low-resource languages. Overall, Belebele opens up new avenues for evaluating and analyzing the multilingual capabilities of NLP systems.

In this work, we study the problem of semantic communication and inference, in which a student agent (i.e. mobile device) queries a teacher agent (i.e. cloud sever) to generate higher-order data semantics living in a simplicial complex. Specifically, the teacher first maps its data into a k-order simplicial complex and learns its high-order correlations. For effective communication and inference, the teacher seeks minimally sufficient and invariant semantic structures prior to conveying information. These minimal simplicial structures are found via judiciously removing simplices selected by the Hodge Laplacians without compromising the inference query accuracy. Subsequently, the student locally runs its own set of queries based on a masked simplicial convolutional autoencoder (SCAE) leveraging both local and remote teacher's knowledge. Numerical results corroborate the effectiveness of the proposed approach in terms of improving inference query accuracy under different channel conditions and simplicial structures. Experiments on a coauthorship dataset show that removing simplices by ranking the Laplacian values yields a 85% reduction in payload size without sacrificing accuracy. Joint semantic communication and inference by masked SCAE improves query accuracy by 25% compared to local student based query and 15% compared to remote teacher based query. Finally, incorporating channel semantics is shown to effectively improve inference accuracy, notably at low SNR values.

Science is facing a reproducibility crisis. Previous work has proposed incorporating data analysis replications into classrooms as a potential solution. However, despite the potential benefits, it is unclear whether this approach is feasible, and if so, what the involved stakeholders-students, educators, and scientists-should expect from it. Can students perform a data analysis replication over the course of a class? What are the costs and benefits for educators? And how can this solution help benchmark and improve the state of science? In the present study, we incorporated data analysis replications in the project component of the Applied Data Analysis course (CS-401) taught at EPFL (N=354 students). Here we report pre-registered findings based on surveys administered throughout the course. First, we demonstrate that students can replicate previously published scientific papers, most of them qualitatively and some exactly. We find discrepancies between what students expect of data analysis replications and what they experience by doing them along with changes in expectations about reproducibility, which together serve as evidence of attitude shifts to foster students' critical thinking. Second, we provide information for educators about how much overhead is needed to incorporate replications into the classroom and identify concerns that replications bring as compared to more traditional assignments. Third, we identify tangible benefits of the in-class data analysis replications for scientific communities, such as a collection of replication reports and insights about replication barriers in scientific work that should be avoided going forward. Overall, we demonstrate that incorporating replication tasks into a large data science class can increase the reproducibility of scientific work as a by-product of data science instruction, thus benefiting both science and students.

In this paper we consider online distributed learning problems. Online distributed learning refers to the process of training learning models on distributed data sources. In our setting a set of agents need to cooperatively train a learning model from streaming data. Differently from federated learning, the proposed approach does not rely on a central server but only on peer-to-peer communications among the agents. This approach is often used in scenarios where data cannot be moved to a centralized location due to privacy, security, or cost reasons. In order to overcome the absence of a central server, we propose a distributed algorithm that relies on a quantized, finite-time coordination protocol to aggregate the locally trained models. Furthermore, our algorithm allows for the use of stochastic gradients during local training. Stochastic gradients are computed using a randomly sampled subset of the local training data, which makes the proposed algorithm more efficient and scalable than traditional gradient descent. In our paper, we analyze the performance of the proposed algorithm in terms of the mean distance from the online solution. Finally, we present numerical results for a logistic regression task.

The step function is one of the simplest and most natural activation functions for deep neural networks (DNNs). As it counts 1 for positive variables and 0 for others, its intrinsic characteristics (e.g., discontinuity and no viable information of subgradients) impede its development for several decades. Even if there is an impressive body of work on designing DNNs with continuous activation functions that can be deemed as surrogates of the step function, it is still in the possession of some advantageous properties, such as complete robustness to outliers and being capable of attaining the best learning-theoretic guarantee of predictive accuracy. Hence, in this paper, we aim to train DNNs with the step function used as an activation function (dubbed as 0/1 DNNs). We first reformulate 0/1 DNNs as an unconstrained optimization problem and then solve it by a block coordinate descend (BCD) method. Moreover, we acquire closed-form solutions for sub-problems of BCD as well as its convergence properties. Furthermore, we also integrate $\ell_{2,0}$-regularization into 0/1 DNN to accelerate the training process and compress the network scale. As a result, the proposed algorithm has a high performance on classifying MNIST and Fashion-MNIST datasets. As a result, the proposed algorithm has a desirable performance on classifying MNIST, FashionMNIST, Cifar10, and Cifar100 datasets.

In this paper, we propose a new way of remembering by introducing a memory influence mechanism for the least squares support vector machine (LSSVM). Without changing the equation constraints of the original LSSVM, this mechanism, allows an accurate partitioning of the training set without overfitting. The maximum memory impact model (MIMM) and the weighted impact memory model (WIMM) are then proposed. It is demonstrated that these models can be degraded to the LSSVM. Furthermore, we propose some different memory impact functions for the MIMM and WIMM. The experimental results show that that our MIMM and WIMM have better generalization performance compared to the LSSVM and significant advantage in time cost compared to other memory models.

Last December, Moby-Dick made one of my students gasp. It wasn't the first time this had happened (weird book), but nothing about the text itself produced the response. For the final project in my English class for high-school seniors, where we spend a semester reading Moby-Dick, I assigned a pretty standard eight-to-10-page research paper. One student, interested in finance, saw a connection between the plot and the 2008 financial crisis. He spent weeks thinking about the parallels, trying to find a way to make all of the pieces fit together into a cohesive argument about whaling and the exploitations of global capitalism.

I teach in the computer science department at Vanderbilt University. In my Algorithms class this past spring, I decided to regularly expose my students to ChatGPT so they could see firsthand that it can't replace their critical thinking skills. I did this primarily for selfish reasons--like most instructors, I wanted my students to rely on their own creative problem-solving abilities rather than ChatGPT to answer their homework questions. I hypothesized that demonstrating the fallibility of ChatGPT would be a more effective deterrent than a syllabus policy statement. I just needed to find its weaknesses when it came to our course materials.

Last month Webb and his colleagues published an article in Nature, in which they describe GPT-3's ability to pass a variety of tests devised to assess the use of analogy to solve problems (known as analogical reasoning). On some of those tests GPT-3 scored better than a group of undergrads. "Analogy is central to human reasoning," says Webb. "We think of it as being one of the major things that any kind of machine intelligence would need to demonstrate." What Webb's research highlights is only the latest in a long string of remarkable tricks pulled off by large language models. For example, when OpenAI unveiled GPT-3's successor, GPT-4, in March, the company published an eye-popping list of professional and academic assessments that it claimed its new large language model had aced, including a couple of dozen high school tests and the bar exam.

Welcome to our August 2023 monthly digest, where you can catch up with any AIhub stories you may have missed, peruse the latest news, find out about recent events, and more. This month, we take a whistle-stop tour around some of the big conferences, popping in to IJCAI, AIES and ICML, find out about interdisciplinary methods in computational creativity, and say goodbye to a well-loved podcast. Nadia Ady and Faun Rice are working on a research project exploring where AI researchers find inspiration and ideas about human intelligence, and what approaches they use to translate ideas from the disciplines that study human intelligence (e.g. We spoke to Nadia and Faun about the project, what they've learnt so far, and how they plan to further develop the work. The 32nd International Joint Conference on Artificial Intelligence (IJCAI 2023) took place in Macao from 19-25 August 2023. The programme included plenary talks, workshops, symposia and tutorials.