Methods for improving the efficiency of deep network training (i.e. the resources required to achieve a given level of model quality) are of immediate benefit to deep learning practitioners. Distillation is typically used to compress models or improve model quality, but it's unclear if distillation actually improves training efficiency. Can the quality improvements of distillation be converted into training speed-ups, or do they simply increase final model quality with no resource savings? We conducted a series of experiments to investigate whether and how distillation can be used to accelerate training using ResNet-50 trained on ImageNet and BERT trained on C4 with a masked language modeling objective and evaluated on GLUE, using common enterprise hardware (8x NVIDIA A100). We found that distillation can speed up training by up to 1.96x in ResNet-50 trained on ImageNet and up to 1.42x on BERT when evaluated on GLUE. Furthermore, distillation for BERT yields optimal results when it is only performed for the first 20-50% of training. We also observed that training with distillation is almost always more efficient than training without distillation, even when using the poorest-quality model as a teacher, in both ResNet-50 and BERT. Finally, we found that it's possible to gain the benefit of distilling from an ensemble of teacher models, which has O(n) runtime cost, by randomly sampling a single teacher from the pool of teacher models on each step, which only has a O(1) runtime cost. Taken together, these results show that distillation can substantially improve training efficiency in both image classification and language modeling, and that a few simple optimizations to distillation protocols can further enhance these efficiency improvements.

Cross-lingual dubbing of lecture videos requires the transcription of the original audio, correction and removal of disfluencies, domain term discovery, text-to-text translation into the target language, chunking of text using target language rhythm, text-to-speech synthesis followed by isochronous lipsyncing to the original video. This task becomes challenging when the source and target languages belong to different language families, resulting in differences in generated audio duration. This is further compounded by the original speaker's rhythm, especially for extempore speech. This paper describes the challenges in regenerating English lecture videos in Indian languages semi-automatically. A prototype is developed for dubbing lectures into 9 Indian languages. A mean-opinion-score (MOS) is obtained for two languages, Hindi and Tamil, on two different courses. The output video is compared with the original video in terms of MOS (1-5) and lip synchronisation with scores of 4.09 and 3.74, respectively. The human effort also reduces by 75%.

The full power of human language-based communication cannot be realized without negation. All human languages have some form of negation. Despite this, negation remains a challenging phenomenon for current natural language understanding systems. To facilitate the future development of models that can process negation effectively, we present CONDAQA, the first English reading comprehension dataset which requires reasoning about the implications of negated statements in paragraphs. We collect paragraphs with diverse negation cues, then have crowdworkers ask questions about the implications of the negated statement in the passage. We also have workers make three kinds of edits to the passage -- paraphrasing the negated statement, changing the scope of the negation, and reversing the negation -- resulting in clusters of question-answer pairs that are difficult for models to answer with spurious shortcuts. CONDAQA features 14,182 question-answer pairs with over 200 unique negation cues and is challenging for current state-of-the-art models. The best performing model on CONDAQA (UnifiedQA-v2-3b) achieves only 42% on our consistency metric, well below human performance which is 81%. We release our dataset, along with fully-finetuned, few-shot, and zero-shot evaluations, to facilitate the development of future NLP methods that work on negated language.

Tournament procedures, recently introduced in Lugosi & Mendelson (2016), offer an appealing alternative, from a theoretical perspective at least, to the principle of Empirical Risk Minimization in machine learning. Statistical learning by Median-of-Means (MoM) basically consists in segmenting the training data into blocks of equal size and comparing the statistical performance of every pair of candidate decision rules on each data block: that with highest performance on the majority of the blocks is declared as the winner. In the context of nonparametric regression, functions having won all their duels have been shown to outperform empirical risk minimizers w.r.t. the mean squared error under minimal assumptions, while exhibiting robustness properties. It is the purpose of this paper to extend this approach in order to address other learning problems, in particular for which the performance criterion takes the form of an expectation over pairs of observations rather than over one single observation, as may be the case in pairwise ranking, clustering or metric learning. Precisely, it is proved here that the bounds achieved by MoM are essentially conserved when the blocks are built by means of independent sampling without replacement schemes instead of a simple segmentation. These results are next extended to situations where the risk is related to a pairwise loss function and its empirical counterpart is of the form of a $U$-statistic. Beyond theoretical results guaranteeing the performance of the learning/estimation methods proposed, some numerical experiments provide empirical evidence of their relevance in practice.

In the infinite-armed bandit problem, each arm's average reward is sampled from an unknown distribution, and each arm can be sampled further to obtain noisy estimates of the average reward of that arm. Prior work focuses on identifying the best arm, i.e., estimating the maximum of the average reward distribution. We consider a general class of distribution functionals beyond the maximum, and propose unified meta algorithms for both the offline and online settings, achieving optimal sample complexities. We show that online estimation, where the learner can sequentially choose whether to sample a new or existing arm, offers no advantage over the offline setting for estimating the mean functional, but significantly reduces the sample complexity for other functionals such as the median, maximum, and trimmed mean. The matching lower bounds utilize several different Wasserstein distances. For the special case of median estimation, we identify a curious thresholding phenomenon on the indistinguishability between Gaussian convolutions with respect to the noise level, which may be of independent interest.

We introduce and analyze MT-OMD, a multitask generalization of Online Mirror Descent (OMD) which operates by sharing updates between tasks. We prove that the regret of MT-OMD is of order $\sqrt{1 + \sigma^2(N-1)}\sqrt{T}$, where $\sigma^2$ is the task variance according to the geometry induced by the regularizer, $N$ is the number of tasks, and $T$ is the time horizon. Whenever tasks are similar, that is $\sigma^2 \le 1$, our method improves upon the $\sqrt{NT}$ bound obtained by running independent OMDs on each task. We further provide a matching lower bound, and show that our multitask extensions of Online Gradient Descent and Exponentiated Gradient, two major instances of OMD, enjoy closed-form updates, making them easy to use in practice. Finally, we present experiments which support our theoretical findings.

Humans use audio signals in the form of spoken language or verbal reactions effectively when teaching new skills or tasks to other humans. While demonstrations allow humans to teach robots in a natural way, learning from trajectories alone does not leverage other available modalities including audio from human teachers. To effectively utilize audio cues accompanying human demonstrations, first it is important to understand what kind of information is present and conveyed by such cues. This work characterizes audio from human teachers demonstrating multi-step manipulation tasks to a situated Sawyer robot using three feature types: (1) duration of speech used, (2) expressiveness in speech or prosody, and (3) semantic content of speech. We analyze these features along four dimensions and find that teachers convey similar semantic concepts via spoken words for different conditions of (1) demonstration types, (2) audio usage instructions, (3) subtasks, and (4) errors during demonstrations. However, differentiating properties of speech in terms of duration and expressiveness are present along the four dimensions, highlighting that human audio carries rich information, potentially beneficial for technological advancement of robot learning from demonstration methods.

Advances in reinforcement learning research have demonstrated the ways in which different agent-based models can learn how to optimally perform a task within a given environment. Reinforcement leaning solves unsupervised problems where agents move through a state-action-reward loop to maximize the overall reward for the agent, which in turn optimizes the solving of a specific problem in a given environment. However, these algorithms are designed based on our understanding of actions that should be taken in a real-world environment to solve a specific problem. One such problem is the ability to identify, recommend and execute an action within a system where the users are the subject, such as in education. In recent years, the use of blended learning approaches integrating face-to-face learning with online learning in the education context, has in-creased. Additionally, online platforms used for education require the automation of certain functions such as the identification, recommendation or execution of actions that can benefit the user, in this sense, the student or learner. As promising as these scientific advances are, there is still a need to conduct research in a variety of different areas to ensure the successful deployment of these agents within education systems. Therefore, the aim of this study was to contextualise and simulate the cumulative reward within an environment for an intervention recommendation problem in the education context.

Sign Language (SL), as the mother tongue of the deaf community, is a special visual language that most hearing people cannot understand. In recent years, neural Sign Language Translation (SLT), as a possible way for bridging communication gap between the deaf and the hearing people, has attracted widespread academic attention. We found that the current mainstream end-to-end neural SLT models, which tries to learning language knowledge in a weakly supervised manner, could not mine enough semantic information under the condition of low data resources. Therefore, we propose to introduce additional word-level semantic knowledge of sign language linguistics to assist in improving current end-to-end neural SLT models. Concretely, we propose a novel neural SLT model with multi-modal feature fusion based on the dynamic graph, in which the cross-modal information, i.e. text and video, is first assembled as a dynamic graph according to their correlation, and then the graph is processed by a multi-modal graph encoder to generate the multi-modal embeddings for further usage in the subsequent neural translation models. To the best of our knowledge, we are the first to introduce graph neural networks, for fusing multi-modal information, into neural sign language translation models. Moreover, we conducted experiments on a publicly available popular SLT dataset RWTH-PHOENIX-Weather-2014T. and the quantitative experiments show that our method can improve the model.

In this paper, we introduce the task of modeling interpersonal relationships for story generation. For addressing this task, we propose Relationships as Latent Variables for Story Generation, (ReLiSt). ReLiSt generates stories sentence by sentence and has two major components - a relationship selector and a story continuer. The relationship selector specifies a latent variable to pick the relationship to exhibit in the next sentence and the story continuer generates the next sentence while expressing the selected relationship in a coherent way. Our automatic and human evaluations demonstrate that ReLiSt is able to generate stories with relationships that are more faithful to desired relationships while maintaining the content quality. The relationship assignments to sentences during inference bring interpretability to ReLiSt.