Online encyclopedias, such as Wikipedia, have been well-developed and researched in the last two decades. One can find any attributes or other information of a wiki item on a wiki page edited by a community of volunteers. However, the traditional text, images and tables can hardly express some aspects of an wiki item. For example, when we talk about ``Shiba Inu'', one may care more about ``How to feed it'' or ``How to train it not to protect its food''. Currently, short-video platforms have become a hallmark in the online world. Whether you're on TikTok, Instagram, Kuaishou, or YouTube Shorts, short-video apps have changed how we consume and create content today. Except for producing short videos for entertainment, we can find more and more authors sharing insightful knowledge widely across all walks of life. These short videos, which we call knowledge videos, can easily express any aspects (e.g. hair or how-to-feed) consumers want to know about an item (e.g. Shiba Inu), and they can be systematically analyzed and organized like an online encyclopedia. In this paper, we propose Kuaipedia, a large-scale multi-modal encyclopedia consisting of items, aspects, and short videos lined to them, which was extracted from billions of videos of Kuaishou (Kwai), a well-known short-video platform in China. We first collected items from multiple sources and mined user-centered aspects from millions of users' queries to build an item-aspect tree. Then we propose a new task called ``multi-modal item-aspect linking'' as an expansion of ``entity linking'' to link short videos into item-aspect pairs and build the whole short-video encyclopedia. Intrinsic evaluations show that our encyclopedia is of large scale and highly accurate. We also conduct sufficient extrinsic experiments to show how Kuaipedia can help fundamental applications such as entity typing and entity linking.

While ChatGPT may help students to learn to program, it can be misused to do plagiarism, a breach of academic integrity. Students can ask ChatGPT to complete a programming task, generating a solution from other people's work without proper acknowledgment of the source(s). To help address this new kind of plagiarism, we performed a controlled experiment measuring the inappropriate benefits of using ChatGPT in terms of completion time and programming performance. We also reported how to manually identify programs aided with ChatGPT (via student behavior while using ChatGPT) and student perspective of ChatGPT (via a survey). Seventeen students participated in the experiment. They were asked to complete two programming tests. They were divided into two groups per the test: one group should complete the test without help while the other group should complete it with ChatGPT. Our study shows that students with ChatGPT complete programming tests two times faster than those without ChatGPT, though their programming performance is comparable. The generated code is highly efficient and uses complex data structures like lists and dictionaries. Based on the survey results, ChatGPT is recommended to be used as an assistant to complete programming tasks and other general assignments. ChatGPT will be beneficial as a reference as other search engines do. Logical and critical thinking are needed to validate the result presented by ChatGPT.

Although deep learning techniques have shown significant achievements, they frequently depend on extensive amounts of hand-labeled data and tend to perform inadequately in few-shot scenarios. The objective of this study is to devise a strategy that can improve the model's capability to recognize biomedical entities in scenarios of few-shot learning. By redefining biomedical named entity recognition (BioNER) as a machine reading comprehension (MRC) problem, we propose a demonstration-based learning method to address few-shot BioNER, which involves constructing appropriate task demonstrations. In assessing our proposed method, we compared the proposed method with existing advanced methods using six benchmark datasets, including BC4CHEMD, BC5CDR-Chemical, BC5CDR-Disease, NCBI-Disease, BC2GM, and JNLPBA. We examined the models' efficacy by reporting F1 scores from both the 25-shot and 50-shot learning experiments. In 25-shot learning, we observed 1.1% improvements in the average F1 scores compared to the baseline method, reaching 61.7%, 84.1%, 69.1%, 70.1%, 50.6%, and 59.9% on six datasets, respectively. In 50-shot learning, we further improved the average F1 scores by 1.0% compared to the baseline method, reaching 73.1%, 86.8%, 76.1%, 75.6%, 61.7%, and 65.4%, respectively. We reported that in the realm of few-shot learning BioNER, MRC-based language models are much more proficient in recognizing biomedical entities compared to the sequence labeling approach. Furthermore, our MRC-language models can compete successfully with fully-supervised learning methodologies that rely heavily on the availability of abundant annotated data. These results highlight possible pathways for future advancements in few-shot BioNER methodologies.

Existing knowledge distillation methods typically work by imparting the knowledge of output logits or intermediate feature maps from the teacher network to the student network, which is very successful in multi-class single-label learning. However, these methods can hardly be extended to the multi-label learning scenario, where each instance is associated with multiple semantic labels, because the prediction probabilities do not sum to one and feature maps of the whole example may ignore minor classes in such a scenario. In this paper, we propose a novel multi-label knowledge distillation method. On one hand, it exploits the informative semantic knowledge from the logits by dividing the multi-label learning problem into a set of binary classification problems; on the other hand, it enhances the distinctiveness of the learned feature representations by leveraging the structural information of label-wise embeddings. Experimental results on multiple benchmark datasets validate that the proposed method can avoid knowledge counteraction among labels, thus achieving superior performance against diverse comparing methods. Our code is available at: https://github.com/penghui-yang/L2D

Physics-Informed Neural Networks (PINNs) have gained popularity in solving nonlinear partial differential equations (PDEs) via integrating physical laws into the training of neural networks, making them superior in many scientific and engineering applications. However, conventional PINNs still fall short in accurately approximating the solution of complex systems with strong nonlinearity, especially in long temporal domains. Besides, since PINNs are designed to approximate a specific realization of a given PDE system, they lack the necessary generalizability to efficiently adapt to new system configurations. This entails computationally expensive re-training from scratch for any new change in the system. To address these shortfalls, in this work a novel sequential meta-transfer (SMT) learning framework is proposed, offering a unified solution for both fast training and efficient adaptation of PINNs in highly nonlinear systems with long temporal domains. Specifically, the framework decomposes PDE's time domain into smaller time segments to create "easier" PDE problems for PINNs training. Then for each time interval, a meta-learner is assigned and trained to achieve an optimal initial state for rapid adaptation to a range of related tasks. Transfer learning principles are then leveraged across time intervals to further reduce the computational cost.Through a composites autoclave processing case study, it is shown that SMT is clearly able to enhance the adaptability of PINNs while significantly reducing computational cost, by a factor of 100.

Mental health and psychological distress are rising in adults, showing the importance of wellbeing promotion, support, and technique practice that is effective and accessible. Interactive social robots have been tested to deliver health programs but have not been explored to deliver wellbeing technique training in detail. A pilot randomised controlled trial was conducted to explore the feasibility of an autonomous humanoid social robot to deliver a brief mindful breathing technique to promote information around wellbeing. It contained two conditions: brief technique training (Technique) and control designed to represent a simple wait-list activity to represent a relationship-building discussion (Simple Rapport). This trial also explored willingness to discuss health-related topics with a robot. Recruitment uptake rate through convenience sampling was high (53%). A total of 230 participants took part (mean age = 29 years) with 71% being higher education students. There were moderate ratings of technique enjoyment, perceived usefulness, and likelihood to repeat the technique again. Interaction effects were found across measures with scores varying across gender and distress levels. Males with high distress and females with low distress who received the simple rapport activity reported greater comfort to discuss non-health topics than males with low distress and females with high distress. This trial marks a notable step towards the design and deployment of an autonomous wellbeing intervention to investigate the impact of a brief robot-delivered mindfulness training program for a sub-clinical population.

Text matching is the task of matching two texts and determining the relationship between them, which has extensive applications in natural language processing tasks such as reading comprehension, and Question-Answering systems. The mainstream approach is to compute text representations or to interact with the text through attention mechanism, which is effective in text matching tasks. However, the performance of these models is insufficient for texts that require commonsense knowledge-based reasoning. To this end, in this paper, We introduce a new model for text matching called the Knowledge Enhanced Text Matching model (KETM), to enrich contextual representations with real-world common-sense knowledge from external knowledge sources to enhance our model understanding and reasoning. First, we use Wiktionary to retrieve the text word definitions as our external knowledge. Secondly, we feed text and knowledge to the text matching module to extract their feature vectors. The text matching module is used as an interaction module by integrating the encoder layer, the co-attention layer, and the aggregation layer. Specifically, the interaction process is iterated several times to obtain in-depth interaction information and extract the feature vectors of text and knowledge by multi-angle pooling. Then, we fuse text and knowledge using a gating mechanism to learn the ratio of text and knowledge fusion by a neural network that prevents noise generated by knowledge. After that, experimental validation on four datasets are carried out, and the experimental results show that our proposed model performs well on all four datasets, and the performance of our method is improved compared to the base model without adding external knowledge, which validates the effectiveness of our proposed method. The code is available at https://github.com/1094701018/KETM

Identifying logical errors in complex, incomplete or even contradictory and overall heterogeneous data like students' experimentation protocols is challenging. Recognizing the limitations of current evaluation methods, we investigate the potential of Large Language Models (LLMs) for automatically identifying student errors and streamlining teacher assessments. Our aim is to provide a foundation for productive, personalized feedback. Using a dataset of 65 student protocols, an Artificial Intelligence (AI) system based on the GPT-3.5 and GPT-4 series was developed and tested against human raters. Our results indicate varying levels of accuracy in error detection between the AI system and human raters. The AI system can accurately identify many fundamental student errors, for instance, the AI system identifies when a student is focusing the hypothesis not on the dependent variable but solely on an expected observation (acc. = 0.90), when a student modifies the trials in an ongoing investigation (acc. = 1), and whether a student is conducting valid test trials (acc. = 0.82) reliably. The identification of other, usually more complex errors, like whether a student conducts a valid control trial (acc. = .60), poses a greater challenge. This research explores not only the utility of AI in educational settings, but also contributes to the understanding of the capabilities of LLMs in error detection in inquiry-based learning like experimentation.

Knowledge distillation (KD) has received much attention due to its success in compressing networks to allow for their deployment in resource-constrained systems. While the problem of adversarial robustness has been studied before in the KD setting, previous works overlook what we term the relative calibration of the student network with respect to its teacher in terms of soft confidences. In particular, we focus on two crucial questions with regard to a teacher-student pair: (i) do the teacher and student disagree at points close to correctly classified dataset examples, and (ii) is the distilled student as confident as the teacher around dataset examples? These are critical questions when considering the deployment of a smaller student network trained from a robust teacher within a safety-critical setting. To address these questions, we introduce a faithful imitation framework to discuss the relative calibration of confidences and provide empirical and certified methods to evaluate the relative calibration of a student w.r.t. its teacher. Further, to verifiably align the relative calibration incentives of the student to those of its teacher, we introduce faithful distillation. Our experiments on the MNIST, Fashion-MNIST and CIFAR-10 datasets demonstrate the need for such an analysis and the advantages of the increased verifiability of faithful distillation over alternative adversarial distillation methods.

Continual learning (CL) can help pre-trained vision-language models efficiently adapt to new or under-trained data distributions without re-training. Nevertheless, during the continual training of the Contrastive Language-Image Pre-training (CLIP) model, we observe that the model's zero-shot transfer ability significantly degrades due to catastrophic forgetting. Existing CL methods can mitigate forgetting by replaying previous data. However, since the CLIP dataset is private, replay methods cannot access the pre-training dataset. In addition, replaying data of previously learned downstream tasks can enhance their performance but comes at the cost of sacrificing zero-shot performance. To address this challenge, we propose a novel method ZSCL to prevent zero-shot transfer degradation in the continual learning of vision-language models in both feature and parameter space. In the feature space, a reference dataset is introduced for distillation between the current and initial models. The reference dataset should have semantic diversity but no need to be labeled, seen in pre-training, or matched image-text pairs. In parameter space, we prevent a large parameter shift by averaging weights during the training. We propose a more challenging Multi-domain Task Incremental Learning (MTIL) benchmark to evaluate different methods, where tasks are from various domains instead of class-separated in a single dataset. Our method outperforms other methods in the traditional class-incremental learning setting and the MTIL by 9.7% average score. Our code locates at https://github.com/Thunderbeee/ZSCL.