We present $\textbf{$\texttt{SkillQG}$}$: a question generation framework with controllable comprehension types for assessing and improving machine reading comprehension models. Existing question generation systems widely differentiate questions by $\textit{literal}$ information such as question words and answer types to generate semantically relevant questions for a given context. However, they rarely consider the $\textit{comprehension}$ nature of questions, i.e. the different comprehension capabilities embodied by different questions. In comparison, our $\texttt{SkillQG}$ is able to tailor a fine-grained assessment and improvement to the capabilities of question answering models built on it. Specifically, we first frame the comprehension type of questions based on a hierarchical skill-based schema, then formulate $\texttt{SkillQG}$ as a skill-conditioned question generator. Furthermore, to improve the controllability of generation, we augment the input text with question focus and skill-specific knowledge, which are constructed by iteratively prompting the pre-trained language models. Empirical results demonstrate that $\texttt{SkillQG}$ outperforms baselines in terms of quality, relevance, and skill-controllability while showing a promising performance boost in downstream question answering task.

Proof Blocks is a software tool that allows students to practice writing mathematical proofs by dragging and dropping lines instead of writing proofs from scratch. Proof Blocks offers the capability of assigning partial credit and providing solution quality feedback to students. This is done by computing the edit distance from a student's submission to some predefined set of solutions. In this work, we propose an algorithm for the edit distance problem that significantly outperforms the baseline procedure of exhaustively enumerating over the entire search space. Our algorithm relies on a reduction to the minimum vertex cover problem. We benchmark our algorithm on thousands of student submissions from multiple courses, showing that the baseline algorithm is intractable, and that our proposed algorithm is critical to enable classroom deployment. Our new algorithm has also been used for problems in many other domains where the solution space can be modeled as a DAG, including but not limited to Parsons Problems for writing code, helping students understand packet ordering in networking protocols, and helping students sketch solution steps for physics problems. Integrated into multiple learning management systems, the algorithm serves thousands of students each year.

In this work, we determined whether large language models (LLMs) are psychologically safe. We designed unbiased prompts to systematically evaluate LLMs from a psychological perspective. First, we tested three different LLMs by using two personality tests: Short Dark Triad (SD-3) and Big Five Inventory (BFI). All models scored higher than the human average on SD-3, suggesting a relatively darker personality pattern. Despite being instruction fine-tuned with safety metrics to reduce toxicity, InstructGPT and FLAN-T5 still showed implicit dark personality patterns; both models scored higher than self-supervised GPT-3 on the Machiavellianism and narcissism traits on SD-3. Then, we evaluated the LLMs in the GPT-3 series by using well-being tests to study the impact of fine-tuning with more training data. We observed a continuous increase in the well-being scores of GPT-3 and InstructGPT. Following these observations, we showed that instruction fine-tuning FLAN-T5 with positive answers from BFI could effectively improve the model from a psychological perspective. On the basis of the findings, we recommended the application of more systematic and comprehensive psychological metrics to further evaluate and improve the safety of LLMs.

Some of the published Normalizing flows are deep generative models approaches assume a dimensionality-reducing (DGM) that represent the probability distribution map to be known and available a priori [12, 13]. of high-dimensional data sets as a change of variables Other works use compositions of manifold learning of a multivariate Gaussian [1, 2]. Using the inverse models and normalizing flows that are trained simultaneously, of this transformation, normalizing flows can e.g., the M-Flow [6], Noisy Injective compute the probability density functions (PDFs) Flows [14], piecewise injective flows called Trumpets explicitly, thus enabling training via the statistically [15], and neural manifold ordinary differential consistent and asymptotically efficient [3] likelihood equations [16].

Analysis of pre-trained code models also has revealed that they can effectively learn program syntax. However, these works are limited in analyzing code syntax and their distance-based approaches are not accurate due to the curse of high dimensionality. Furthermore, the study of the learnt program semantics of these models is rarely discussed. To further understand the code features learnt by these models, in this paper, we target two well-known representative code pre-trained models (i.e., CodeBERT and GraphCodeBERT) and devise a set of probing tasks for the syntax and semantics analysis. Specifically, on one hand, we design two probing tasks (i.e., syntax pair node prediction and token tagging prediction) to manipulate AST for the understanding of learnt program syntax. On the other hand, we design two tasks (i.e., semantic relationship prediction and semantic propagation prediction(inGraph) ) on the constructed control flow graph (CFG), data dependency graph (DDG) and control dependency graph (CDG) for the learnt program semantic analysis. In addition, to understand which kind of program semantics these pre-trained models can comprehend well, we conduct the statistical analysis for attention weights learnt by different heads and layers. Through extensive analysis in terms of program syntax and semantics, we have the following findings: 1) Both CodeBERT and GraphCodeBERT can learn the program syntax well. 2) Both CodeBERT and GraphCodeBERT can learn program semantics to different extents. GraphCodeBERT is superior to CodeBERT in learning program control flow and data dependency information but has a similar capability to CodeBERT in learning control dependency information. 3) Both CodeBERT and GraphCodeBERT can capture program semantics in the final layer of representation, but different attention heads and layers exhibit different roles in learning program semantics.

Purpose: We propose a novel method for continual learning based on the increasing depth of neural networks. This work explores whether extending neural network depth may be beneficial in a life-long learning setting. Methods: We propose a novel approach based on adding new layers on top of existing ones to enable the forward transfer of knowledge and adapting previously learned representations. We employ a method of determining the most similar tasks for selecting the best location in our network to add new nodes with trainable parameters. This approach allows for creating a tree-like model, where each node is a set of neural network parameters dedicated to a specific task. The Progressive Neural Network concept inspires the proposed method. Therefore, it benefits from dynamic changes in network structure. However, Progressive Neural Network allocates a lot of memory for the whole network structure during the learning process. The proposed method alleviates this by adding only part of a network for a new task and utilizing a subset of previously trained weights. At the same time, we may retain the benefit of PNN, such as no forgetting guaranteed by design, without needing a memory buffer. Results: Experiments on Split CIFAR and Split Tiny ImageNet show that the proposed algorithm is on par with other continual learning methods. In a more challenging setup with a single computer vision dataset as a separate task, our method outperforms Experience Replay. Conclusion: It is compatible with commonly used computer vision architectures and does not require a custom network structure. As an adaptation to changing data distribution is made by expanding the architecture, there is no need to utilize a rehearsal buffer. For this reason, our method could be used for sensitive applications where data privacy must be considered.

The field of education has undergone a significant transformation due to the rapid advancements in Artificial Intelligence (AI). Among the various AI technologies, Knowledge Graphs (KGs) using Natural Language Processing (NLP) have emerged as powerful visualization tools for integrating multifaceted information. In the context of university education, the availability of numerous specialized courses and complicated learning resources often leads to inferior learning outcomes for students. In this paper, we propose an automated framework for knowledge extraction, visual KG construction, and graph fusion, tailored for the major of Electronic Information. Furthermore, we perform data analysis to investigate the correlation degree and relationship between courses, rank hot knowledge concepts, and explore the intersection of courses. Our objective is to enhance the learning efficiency of students and to explore new educational paradigms enabled by AI. The proposed framework is expected to enable students to better understand and appreciate the intricacies of their field of study by providing them with a comprehensive understanding of the relationships between the various concepts and courses.

In this paper, we study the strategic allocation of limited resources using a Colonel Blotto game (CBG) under a dynamic setting and analyze the problem using an online learning approach. In this model, one of the players is a learner who has limited troops to allocate over a finite time horizon, and the other player is an adversary. In each round, the learner plays a one-shot Colonel Blotto game with the adversary and strategically determines the allocation of troops among battlefields based on past observations. The adversary chooses its allocation action randomly from some fixed distribution that is unknown to the learner. The learner's objective is to minimize its regret, which is the difference between the cumulative reward of the best mixed strategy and the realized cumulative reward by following a learning algorithm while not violating the budget constraint. The learning in dynamic CBG is analyzed under the framework of combinatorial bandits and bandits with knapsacks. We first convert the budget-constrained dynamic CBG to a path planning problem on a directed graph. We then devise an efficient algorithm that combines a special combinatorial bandit algorithm for path planning problem and a bandits with knapsack algorithm to cope with the budget constraint. The theoretical analysis shows that the learner's regret is bounded by a term sublinear in time horizon and polynomial in other parameters. Finally, we justify our theoretical results by carrying out simulations for various scenarios.

In this paper, we propose MPC (Modular Prompted Chatbot), a new approach for creating high-quality conversational agents without the need for fine-tuning. Our method utilizes pre-trained large language models (LLMs) as individual modules for long-term consistency and flexibility, by using techniques such as few-shot prompting, chain-of-thought (CoT), and external memory. Our human evaluation results show that MPC is on par with fine-tuned chatbot models in open-domain conversations, making it an effective solution for creating consistent and engaging chatbots.

Knowledge distillation is a popular technique to transfer knowledge from large teacher models to a small student model. Typically, the student learns to imitate the teacher by minimizing the KL divergence of its output distribution with the teacher's output distribution. In this work, we argue that such a learning objective is sub-optimal because there exists a discrepancy between the teacher's output distribution and the ground truth label distribution. Therefore, forcing the student to blindly imitate the unreliable teacher output distribution leads to inferior performance. To this end, we propose a novel knowledge distillation objective PTLoss by first representing the vanilla KL-based distillation loss function via a Maclaurin series and then perturbing the leading-order terms in this series. This perturbed loss implicitly transforms the original teacher into a proxy teacher with a distribution closer to the ground truth distribution. We establish the theoretical connection between this "distribution closeness" and the student model generalizability, which enables us to select the PTLoss's perturbation coefficients in a principled way. Extensive experiments on five datasets demonstrate PTLoss can significantly improve the distillation effectiveness for teachers of various scales.