A geography professor shared his method to detect AI-generated plagiarism with Fox News. He developed it after noticing that ChatGPT produced fake citations. Companies that develop software to detect if artificial intelligence or humans authored an essay or other written assignment are having a windfall moment amid ChatGPT's wild success. ChatGPT launched last November and quickly grew to 100 million monthly active users by January, setting a record as the fastest-growing user base ever. The platform has been especially favored by younger generations, including students in middle school through college.

Recent advances in AI are likely to spell the end of the traditional school classroom, one of the world's leading experts on AI has predicted. Prof Stuart Russell, a British computer scientist based at the University of California, Berkeley, said that personalised ChatGPT-style tutors have the potential to hugely enrich education and widen global access by delivering personalised tuition to every household with a smartphone. The technology could feasibly deliver "most material through to the end of high school", he said. "Education is the biggest benefit that we can look for in the next few years," Russell said before a talk on Friday at the UN's AI for Good Global Summit in Geneva. "It ought to be possible within a few years, maybe by the end of this decade, to be delivering a pretty high quality of education to every child in the world. However, he cautioned that deploying the powerful technology in the education sector also carries risks, including the potential for indoctrination. Russell cited evidence from studies using human tutors that one-to-one teaching can be two to three more times effective than traditional classroom lessons, allowing children to get tailored support and be led by curiosity. "Oxford and Cambridge don't really use a traditional classroom … they use tutors presumably because it's more effective," he said. "It's literally infeasible to do that for every child in the world.

Existing efforts on text synthesis for code-switching mostly require training on code-switched texts in the target language pairs, limiting the deployment of the models to cases lacking code-switched data. In this work, we study the problem of synthesizing code-switched texts for language pairs absent from the training data. We introduce GLOSS, a model built on top of a pre-trained multilingual machine translation model (PMMTM) with an additional code-switching module. This module, either an adapter or extra prefixes, learns code-switching patterns from code-switched data during training, while the primary component of GLOSS, i.e., the PMMTM, is frozen. The design of only adjusting the code-switching module prevents our model from overfitting to the constrained training data for code-switching. Hence, GLOSS exhibits the ability to generalize and synthesize code-switched texts across a broader spectrum of language pairs. Additionally, we develop a self-training algorithm on target language pairs further to enhance the reliability of GLOSS. Automatic evaluations on four language pairs show that GLOSS achieves at least 55% relative BLEU and METEOR scores improvements compared to strong baselines. Human evaluations on two language pairs further validate the success of GLOSS.

Current large language models can perform reasonably well on complex tasks that require step-by-step reasoning with few-shot learning. Are these models applying reasoning skills they have learnt during pre-training and reason outside of their training context, or are they simply memorizing their training corpus at finer granularity and have learnt to better understand their context? To tease apart these possibilities, we introduce ALERT, a benchmark and suite of analyses for assessing language models' reasoning ability comparing pre-trained and finetuned models on complex tasks that require reasoning skills to solve. ALERT provides a test bed to asses any language model on fine-grained reasoning skills, which spans over 20 datasets and covers 10 different reasoning skills. We leverage ALERT to further investigate the role of finetuning. With extensive empirical analysis we find that language models learn more reasoning skills such as textual entailment, abductive reasoning, and analogical reasoning during finetuning stage compared to pretraining state. We also find that when language models are finetuned they tend to overfit to the prompt template, which hurts the robustness of models causing generalization problems.

We analyze the convergence properties of Fermat distances, a family of density-driven metrics defined on Riemannian manifolds with an associated probability measure. Fermat distances may be defined either on discrete samples from the underlying measure, in which case they are random, or in the continuum setting, in which they are induced by geodesics under a density-distorted Riemannian metric. We prove that discrete, sample-based Fermat distances converge to their continuum analogues in small neighborhoods with a precise rate that depends on the intrinsic dimensionality of the data and the parameter governing the extent of density weighting in Fermat distances. This is done by leveraging novel geometric and statistical arguments in percolation theory that allow for non-uniform densities and curved domains. Our results are then used to prove that discrete graph Laplacians based on discrete, sample-driven Fermat distances converge to corresponding continuum operators. In particular, we show the discrete eigenvalues and eigenvectors converge to their continuum analogues at a dimension-dependent rate, which allows us to interpret the efficacy of discrete spectral clustering using Fermat distances in terms of the resulting continuum limit. The perspective afforded by our discrete-to-continuum Fermat distance analysis leads to new clustering algorithms for data and related insights into efficient computations associated to density-driven spectral clustering. Our theoretical analysis is supported with numerical simulations and experiments on synthetic and real image data.

This paper focuses on procedurally generating rules and communicating them to players to adjust the difficulty. This is part of a larger project to collect and adapt games in educational games for young children using a digital puzzle game designed for kindergarten. A genetic algorithm is used together with a difficulty measure to find a target number of solution sets and a large language model is used to communicate the rules in a narrative context. During testing the approach was able to find rules that approximate any given target difficulty within two dozen generations on average. The approach was combined with a large language model to create a narrative puzzle game where players have to host a dinner for animals that can't get along. Future experiments will try to improve evaluation, specialize the language model on children's literature, and collect multi-modal data from players to guide adaptation.

Recent advances in machine learning models allowed robots to identify objects on a perceptual nonsymbolic level (e.g., through sensor fusion and natural language understanding). However, these primarily black-box learning models still lack interpretation and transferability and require high data and computational demand. An alternative solution is to teach a robot on both perceptual nonsymbolic and conceptual symbolic levels through hybrid neurosymbolic learning approaches with expert feedback (i.e., human-in-the-loop learning). This work proposes a concept for this user-centered hybrid learning paradigm that focuses on robotic surgical situations. While most recent research focused on hybrid learning for non-robotic and some generic robotic domains, little work focuses on surgical robotics. We survey this related research while focusing on human-in-the-loop surgical robotic systems. This evaluation highlights the most prominent solutions for autonomous surgical robots and the challenges surgeons face when interacting with these systems. Finally, we envision possible ways to address these challenges using online apprenticeship learning based on implicit and explicit feedback from expert surgeons.

We study the online learnability of hypothesis classes with respect to arbitrary, but bounded, loss functions. We give a new scale-sensitive combinatorial dimension, named the sequential Minimax dimension, and show that it gives a tight quantitative characterization of online learnability. As applications, we give the first quantitative characterization of online learnability for two natural learning settings: vector-valued regression and multilabel classification.

In this perspective paper, we first comprehensively review existing evaluations of Large Language Models (LLMs) using both standardized tests and ability-oriented benchmarks. We pinpoint several problems with current evaluation methods that tend to overstate the capabilities of LLMs. We then articulate what artificial general intelligence should encompass beyond the capabilities of LLMs. We propose four characteristics of generally intelligent agents: 1) they can perform unlimited tasks; 2) they can generate new tasks within a context; 3) they operate based on a value system that underpins task generation; and 4) they have a world model reflecting reality, which shapes their interaction with the world. Building on this viewpoint, we highlight the missing pieces in artificial general intelligence, that is, the unity of knowing and acting. We argue that active engagement with objects in the real world delivers more robust signals for forming conceptual representations. Additionally, knowledge acquisition isn't solely reliant on passive input but requires repeated trials and errors. We conclude by outlining promising future research directions in the field of artificial general intelligence.

Time pressure and topic negotiation may impose constraints on how people leverage discourse relations (DRs) in spontaneous conversational contexts. In this work, we adapt a system of DRs for written language to spontaneous dialogue using crowdsourced annotations from novice annotators. We then test whether discourse relations are used differently across several types of multi-utterance contexts. We compare the patterns of DR annotation within and across speakers and within and across turns. Ultimately, we find that different discourse contexts produce distinct distributions of discourse relations, with single-turn annotations creating the most uncertainty for annotators. Additionally, we find that the discourse relation annotations are of sufficient quality to predict from embeddings of discourse units.