Amazon, Nimble, Plus One, Waymo, and Zoox use remote human supervision of robot fleets in applications ranging from self-driving taxis to automated warehouse fulfillment [1, 2, 3, 4, 5]. These robots intermittently cede control during task execution to remote human supervisors for corrective interventions. The interventions take place either during learning, when they are used to improve the robot policy, or during execution, when the policy is no longer updated but robots can still request human assistance when needed to improve reliability. In the continual learning setting, these occur simultaneously: the robot policy has been deployed but continues to be updated indefinitely with additional intervention data. Furthermore, any individual robot can share its intervention data with the rest of the fleet. As opposed to robot swarms that must coordinate with each other to achieve a common objective, a robot fleet is a set of independent robots simultaneously executing the same control policy in parallel environments. We refer to the setting of a robot fleet learning via interactive requests for human supervision (see Figure 1) as Interactive Fleet Learning (IFL). Of central importance in IFL is the supervisor allocation problem: how should limited human supervision be allocated to robots in a manner that maximizes the throughput of the fleet?

Matrix completion is a class of machine learning methods that concerns the prediction of missing entries in a partially observed matrix. This paper studies matrix completion for mixed data, i.e., data involving mixed types of variables (e.g., continuous, binary, ordinal). We formulate it as a low-rank matrix estimation problem under a general family of non-linear factor models and then propose entrywise consistent estimators for estimating the low-rank matrix. Tight probabilistic error bounds are derived for the proposed estimators. The proposed methods are evaluated by simulation studies and real-data applications for collaborative filtering and large-scale educational assessment.

Question answering is one of the most challenging tasks in language understanding. Most approaches are developed for English, while less-resourced languages are much less researched. We adapt a successful English question-answering approach, called UnifiedQA, to the less-resourced Slovene language. Our adaptation uses the encoder-decoder transformer SloT5 and mT5 models to handle four question-answering formats: yes/no, multiple-choice, abstractive, and extractive. We use existing Slovene adaptations of four datasets, and machine translate the MCTest dataset. We show that a general model can answer questions in different formats at least as well as specialized models. The results are further improved using cross-lingual transfer from English. While we produce state-of-the-art results for Slovene, the performance still lags behind English.

Large language models have shown impressive few-shot results on a wide range of tasks. However, when knowledge is key for such results, as is the case for tasks such as question answering and fact checking, massive parameter counts to store knowledge seem to be needed. Retrieval augmented models are known to excel at knowledge intensive tasks without the need for as many parameters, but it is unclear whether they work in few-shot settings. In this work we present Atlas, a carefully designed and pre-trained retrieval augmented language model able to learn knowledge intensive tasks with very few training examples. We perform evaluations on a wide range of tasks, including MMLU, KILT and NaturalQuestions, and study the impact of the content of the document index, showing that it can easily be updated. Notably, Atlas reaches over 42% accuracy on Natural Questions using only 64 examples, outperforming a 540B parameters model by 3% despite having 50x fewer parameters.

In this paper, we propose a method to partially mimic natural intelligence for the problem of lifelong learning representations that are compatible. We take the perspective of a learning agent that is interested in recognizing object instances in an open dynamic universe in a way in which any update to its internal feature representation does not render the features in the gallery unusable for visual search. We refer to this learning problem as Compatible Lifelong Learning Representations (CL2R) as it considers compatible representation learning within the lifelong learning paradigm. We identify stationarity as the property that the feature representation is required to hold to achieve compatibility and propose a novel training procedure that encourages local and global stationarity on the learned representation. Due to stationarity, the statistical properties of the learned features do not change over time, making them interoperable with previously learned features. Extensive experiments on standard benchmark datasets show that our CL2R training procedure outperforms alternative baselines and state-of-the-art methods. We also provide novel metrics to specifically evaluate compatible representation learning under catastrophic forgetting in various sequential learning tasks. Code at https://github.com/NiccoBiondi/CompatibleLifelongRepresentation.

Developing interactive software, such as websites or games, is a particularly engaging way to learn computer science. However, teaching and giving feedback on such software is time-consuming -- standard approaches require instructors to manually grade student-implemented interactive programs. As a result, online platforms that serve millions, like Code.org, are unable to provide any feedback on assignments for implementing interactive programs, which critically hinders students' ability to learn. One approach toward automatic grading is to learn an agent that interacts with a student's program and explores states indicative of errors via reinforcement learning. However, existing work on this approach only provides binary feedback of whether a program is correct or not, while students require finer-grained feedback on the specific errors in their programs to understand their mistakes. In this work, we show that exploring to discover errors can be cast as a meta-exploration problem. This enables us to construct a principled objective for discovering errors and an algorithm for optimizing this objective, which provides fine-grained feedback. We evaluate our approach on a set of over 700K real anonymized student programs from a Code.org interactive assignment. Our approach provides feedback with 94.3% accuracy, improving over existing approaches by 17.7% and coming within 1.5% of human-level accuracy. Project web page: https://ezliu.github.io/dreamgrader.

Text Simplification (TS) is the task of converting a text into a form that is easier to read while maintaining the meaning of the original text. A sub-task of TS is Cognitive Simplification (CS), converting text to a form that is readily understood by people with cognitive disabilities without rendering it childish or simplistic. This sub-task has yet to be explored with neural methods in NLP, and resources for it are scarcely available. In this paper, we present a method for incorporating knowledge from the cognitive accessibility domain into a TS model, by introducing an inductive bias regarding what simplification operations to use. We show that by adding this inductive bias to a TS-trained model, it is able to adapt better to CS without ever seeing CS data, and outperform a baseline model on a traditional TS benchmark. In addition, we provide a novel test dataset for CS, and analyze the differences between CS corpora and existing TS corpora, in terms of how simplification operations are applied.

The availability of commercial wearable trackers equipped with features to monitor sleep duration and quality has enabled more useful sleep health monitoring applications and analyses. However, much research has reported the challenge of long-term user retention in sleep monitoring through these modalities. Since modern Internet users own multiple mobile devices, our work explores the possibility of employing ubiquitous mobile devices and passive WiFi sensing techniques to predict sleep duration as the fundamental measure for complementing long-term sleep monitoring initiatives. In this paper, we propose SleepMore, an accurate and easy-to-deploy sleep-tracking approach based on machine learning over the user's WiFi network activity. It first employs a semi-personalized random forest model with an infinitesimal jackknife variance estimation method to classify a user's network activity behavior into sleep and awake states per minute granularity. Through a moving average technique, the system uses these state sequences to estimate the user's nocturnal sleep period and its uncertainty rate. Uncertainty quantification enables SleepMore to overcome the impact of noisy WiFi data that can yield large prediction errors. We validate SleepMore using data from a month-long user study involving 46 college students and draw comparisons with the Oura Ring wearable. Beyond the college campus, we evaluate SleepMore on non-student users of different housing profiles. Our results demonstrate that SleepMore produces statistically indistinguishable sleep statistics from the Oura ring baseline for predictions made within a 5% uncertainty rate. These errors range between 15-28 minutes for determining sleep time and 7-29 minutes for determining wake time, proving statistically significant improvements over prior work. Our in-depth analysis explains the sources of errors.

In many learning theory problems, a central role is played by a hypothesis class: we might assume that the data is labeled according to a hypothesis in the class (usually referred to as the realizable setting), or we might evaluate the learned model by comparing it with the best hypothesis in the class (the agnostic setting). Taking a step beyond these classic setups that involve only a single hypothesis class, we introduce comparative learning as a combination of the realizable and agnostic settings in PAC learning: given two binary hypothesis classes $S$ and $B$, we assume that the data is labeled according to a hypothesis in the source class $S$ and require the learned model to achieve an accuracy comparable to the best hypothesis in the benchmark class $B$. Even when both $S$ and $B$ have infinite VC dimensions, comparative learning can still have a small sample complexity. We show that the sample complexity of comparative learning is characterized by the mutual VC dimension $\mathsf{VC}(S,B)$ which we define to be the maximum size of a subset shattered by both $S$ and $B$. We also show a similar result in the online setting, where we give a regret characterization in terms of the mutual Littlestone dimension $\mathsf{Ldim}(S,B)$. These results also hold for partial hypotheses. We additionally show that the insights necessary to characterize the sample complexity of comparative learning can be applied to characterize the sample complexity of realizable multiaccuracy and multicalibration using the mutual fat-shattering dimension, an analogue of the mutual VC dimension for real-valued hypotheses. This not only solves an open problem proposed by Hu, Peale, Reingold (2022), but also leads to independently interesting results extending classic ones about regression, boosting, and covering number to our two-hypothesis-class setting.

There has been a growing demand for automated spoken language assessment systems in recent years. A standard pipeline for this process is to start with a speech recognition system and derive features, either hand-crafted or based on deep-learning, that exploit the transcription and audio. Though these approaches can yield high performance systems, they require speech recognition systems that can be used for L2 speakers, and preferably tuned to the specific form of test being deployed. Recently a self-supervised speech representation based scheme, requiring no speech recognition, was proposed. This work extends the initial analysis conducted on this approach to a large scale proficiency test, Linguaskill, that comprises multiple parts, each designed to assess different attributes of a candidate's speaking proficiency. The performance of the self-supervised, wav2vec 2.0, system is compared to a high performance hand-crafted assessment system and a BERT-based text system both of which use speech transcriptions. Though the wav2vec 2.0 based system is found to be sensitive to the nature of the response, it can be configured to yield comparable performance to systems requiring a speech transcription, and yields gains when appropriately combined with standard approaches.