Meta learning has attracted much attention recently in machine learning community. Contrary to conventional machine learning aiming to learn inherent prediction rules to predict labels for new query data, meta learning aims to learn the learning methodology for machine learning from observed tasks, so as to generalize to new query tasks by leveraging the meta-learned learning methodology. In this study, we achieve such learning methodology by learning an explicit hyper-parameter prediction function shared by all training tasks, and we call this learning process as Simulating Learning Methodology (SLeM). Specifically, this function is represented as a parameterized function called meta-learner, mapping from a training/test task to its suitable hyper-parameter setting, extracted from a prespecified function set called meta learning machine. Such setting guarantees that the meta-learned learning methodology is able to flexibly fit diverse query tasks, instead of only obtaining fixed hyper-parameters by many current meta learning methods, with less adaptability to query task's variations. Such understanding of meta learning also makes it easily succeed from traditional learning theory for analyzing its generalization bounds with general losses/tasks/models. The theory naturally leads to some feasible controlling strategies for ameliorating the quality of the extracted meta-learner, verified to be able to finely ameliorate its generalization capability in some typical meta learning applications, including few-shot regression, few-shot classification and domain generalization.

Developing effective spoken language processing systems for low-resource languages poses several challenges due to the lack of parallel data and limited resources for fine-tuning models. In this work, we target on improving upon both text classification and translation of Nigerian Pidgin (Naija) by collecting a large-scale parallel English-Pidgin corpus and further propose a framework of cross-lingual adaptive training that includes both continual and task adaptive training so as to adapt a base pre-trained model to low-resource languages. Our studies show that English pre-trained language models serve as a stronger prior than multilingual language models on English-Pidgin tasks with up to 2.38 BLEU improvements; and demonstrate that augmenting orthographic data and using task adaptive training with back-translation can have a significant impact on model performance.

Natural Language Feedback (NLF) is an increasingly popular avenue to align Large Language Models (LLMs) to human preferences. Despite the richness and diversity of the information it can convey, NLF is often hand-designed and arbitrary. In a different world, research in pedagogy has long established several effective feedback models. In this opinion piece, we compile ideas from pedagogy to introduce FELT, a feedback framework for LLMs that outlines the various characteristics of the feedback space, and a feedback content taxonomy based on these variables. Our taxonomy offers both a general mapping of the feedback space, as well as pedagogy-established discrete categories, allowing us to empirically demonstrate the impact of different feedback types on revised generations. In addition to streamlining existing NLF designs, FELT also brings out new, unexplored directions for research in NLF. We make our taxonomy available to the community, providing guides and examples for mapping our categorizations to future resources.

This paper focuses on an important type of black-box attacks, i.e., transfer-based adversarial attacks, where the adversary generates adversarial examples by a substitute (source) model and utilize them to attack an unseen target model, without knowing its information. Existing methods tend to give unsatisfactory adversarial transferability when the source and target models are from different types of DNN architectures (e.g. ResNet-18 and Swin Transformer). In this paper, we observe that the above phenomenon is induced by the output inconsistency problem. To alleviate this problem while effectively utilizing the existing DNN models, we propose a common knowledge learning (CKL) framework to learn better network weights to generate adversarial examples with better transferability, under fixed network architectures. Specifically, to reduce the model-specific features and obtain better output distributions, we construct a multi-teacher framework, where the knowledge is distilled from different teacher architectures into one student network. By considering that the gradient of input is usually utilized to generated adversarial examples, we impose constraints on the gradients between the student and teacher models, to further alleviate the output inconsistency problem and enhance the adversarial transferability. Extensive experiments demonstrate that our proposed work can significantly improve the adversarial transferability.

Federated learning (FL) is an emerging paradigm to train model with distributed data from numerous Internet of Things (IoT) devices. It inherently assumes a uniform capacity among participants. However, due to different conditions such as differing energy budgets or executing parallel unrelated tasks, participants have diverse computational resources in practice. Participants with insufficient computation budgets must plan for the use of restricted computational resources appropriately, otherwise they would be unable to complete the entire training procedure, resulting in model performance decline. To address this issue, we propose a strategy for estimating local models without computationally intensive iterations. Based on it, we propose Computationally Customized Federated Averaging (CC-FedAvg), which allows participants to determine whether to perform traditional local training or model estimation in each round based on their current computational budgets. Both theoretical analysis and exhaustive experiments indicate that CC-FedAvg has the same convergence rate and comparable performance as FedAvg without resource constraints. Furthermore, CC-FedAvg can be viewed as a computation-efficient version of FedAvg that retains model performance while considerably lowering computation overhead.

In recent years, much progress has been made in learning robotic manipulation policies that follow natural language instructions. Such methods typically learn from corpora of robot-language data that was either collected with specific tasks in mind or expensively re-labelled by humans with rich language descriptions in hindsight. Recently, large-scale pretrained vision-language models (VLMs) like CLIP or ViLD have been applied to robotics for learning representations and scene descriptors. Can these pretrained models serve as automatic labelers for robot data, effectively importing Internet-scale knowledge into existing datasets to make them useful even for tasks that are not reflected in their ground truth annotations? To accomplish this, we introduce Data-driven Instruction Augmentation for Language-conditioned control (DIAL): we utilize semi-supervised language labels leveraging the semantic understanding of CLIP to propagate knowledge onto large datasets of unlabelled demonstration data and then train language-conditioned policies on the augmented datasets. This method enables cheaper acquisition of useful language descriptions compared to expensive human labels, allowing for more efficient label coverage of large-scale datasets. We apply DIAL to a challenging real-world robotic manipulation domain where 96.5% of the 80,000 demonstrations do not contain crowd-sourced language annotations. DIAL enables imitation learning policies to acquire new capabilities and generalize to 60 novel instructions unseen in the original dataset.

Ivy League students at one of America's most expensive colleges will be taught by AI next year. The teachers of Harvard University's popular intro-level coding course are'experimenting' with a ChatGPT-powered teaching assistant. Professor David Malan, who runs the course, justified plans for the introduction of the'CS50 bot' by noting that the course has often deployed new software in its syllabus. A ChatGPT AI teacher, he said, was simply an'evolution of that tradition', he said in a statement. 'Our own hope is that, through AI, we can eventually approximate a 1:1 teacher:student ratio for every student in CS50... providing them with software-based tools that, 24/7, can support their learning at a pace and in a style that works best for them individually.'

Nestled within yesterday's Supreme Court decision declaring that race-conscious admissions programs, like those at Harvard and the University of North Carolina, are unconstitutional is a crucial carveout: Colleges are free to consider "an applicant's discussion of how race affected his or her life." In other words, they can weigh a candidate's race when it is mentioned in an admissions essay. Observers had already speculated about personal essays becoming invaluable tools for candidates who want to express their racial background without checking a box--now it is clear that the end of affirmative action will transform not only how colleges select students, but also how teenagers advertise themselves to colleges. For essays and statements to provide a workaround for pursuing diversity, applicants must first cast themselves as diverse. The American Council on Education, a nonprofit focused on the impacts of public policy on higher education, recently convened a panel dedicated to planning for the demise of affirmative action; admissions directors and consultants emphasized the need "to educate students about how to write about who they are in a very different way," expressing their "full authentic story" and "trials and tribulations."

NCAA athlete Macy Petty says A.I. chatbot ChatGPT'promoted inclusivity' when asking it a prompt about transgender athletes competing in women's sports. My entire high school life I worked to achieve the prized title of "NCAA athlete." But now, through a series of regulatory decisions, the almighty organization that controls college sports has drained the title of its honor. In elementary school, I spent hours outside my house learning to overhand serve a volleyball. By the end of middle school, I decided I was willing to make significant sacrifices to extend my volleyball career into college and hopefully earn a scholarship. This was no easy feat!

Generative flow networks (GFlowNets) are amortized variational inference algorithms that treat sampling from a distribution over compositional objects as a sequential decision-making problem with a learnable action policy. Unlike other algorithms for hierarchical sampling that optimize a variational bound, GFlowNet algorithms can stably run off-policy, which can be advantageous for discovering modes of the target distribution. Despite this flexibility in the choice of behaviour policy, the optimal way of efficiently selecting trajectories for training has not yet been systematically explored. In this paper, we view the choice of trajectories for training as an active learning problem and approach it using Bayesian techniques inspired by methods for multi-armed bandits. The proposed algorithm, Thompson sampling GFlowNets (TS-GFN), maintains an approximate posterior distribution over policies and samples trajectories from this posterior for training. We show in two domains that TS-GFN yields improved exploration and thus faster convergence to the target distribution than the off-policy exploration strategies used in past work.