Hierarchical Gaussian Process (H-GP) models divide problems into different subtasks, allowing for different models to address each part, making them well-suited for problems with inherent hierarchical structure. However, typical H-GP models do not fully take advantage of this structure, only sending information up or down the hierarchy. This one-way coupling limits sample efficiency and slows convergence. We propose Bidirectional Information Flow (BIF), an efficient H-GP framework that establishes bidirectional information exchange between parent and child models in H-GPs for online training. BIF retains the modular structure of hierarchical models - the parent combines subtask knowledge from children GPs - while introducing top-down feedback to continually refine children models during online learning. This mutual exchange improves sample efficiency, enables robust training, and allows modular reuse of learned subtask models. BIF outperforms conventional H-GP Bayesian Optimization methods, achieving up to 4x and 3x higher $R^2$ scores for the parent and children respectively, on synthetic and real-world neurostimulation optimization tasks.

The emergence of large pre-trained networks has revolutionized the AI field, unlocking new possibilities and achieving unprecedented performance. However, these models inherit a fundamental limitation from traditional Machine Learning approaches: their strong dependence on the \textit{i.i.d.} assumption hinders their adaptability to dynamic learning scenarios. We believe the next breakthrough in AI lies in enabling efficient adaptation to evolving environments -- such as the real world -- where new data and tasks arrive sequentially. This challenge defines the field of Continual Learning (CL), a Machine Learning paradigm focused on developing lifelong learning neural models. One alternative to efficiently adapt these large-scale models is known Parameter-Efficient Fine-Tuning (PEFT). These methods tackle the issue of adapting the model to a particular data or scenario by performing small and efficient modifications, achieving similar performance to full fine-tuning. However, these techniques still lack the ability to adjust the model to multiple tasks continually, as they suffer from the issue of Catastrophic Forgetting. In this survey, we first provide an overview of CL algorithms and PEFT methods before reviewing the state-of-the-art on Parameter-Efficient Continual Fine-Tuning (PECFT). We examine various approaches, discuss evaluation metrics, and explore potential future research directions. Our goal is to highlight the synergy between CL and Parameter-Efficient Fine-Tuning, guide researchers in this field, and pave the way for novel future research directions.

Modern machine learning is trained by stochastic gradient descent (SGD), whose performance critically depends on how the learning rate (LR) is adjusted and decreased over time. Yet existing LR regimes may be intricate, or need to tune one or more additional hyper-parameters manually whose bottlenecks include huge computational expenditure, time and power in practice. This work, in a natural and direct manner, clarifies how LR should be updated automatically only according to the intrinsic variation of stochastic gradients. An explainable LR regime by leveraging stochastic second-order algorithms is developed, behaving a similar pattern to heuristic algorithms but implemented simply without any parameter tuning requirement, where it is of an automatic procedure that LR should increase (decrease) as the norm of stochastic gradients decreases (increases). The resulting LR regime shows its efficiency, robustness, and scalability in different classical stochastic algorithms, containing SGD, SGDM, and SIGNSGD, on machine learning tasks.

Curriculum analytics (CA) studies curriculum structure and student data to ensure the quality of educational programs. An essential aspect is studying course properties, which involves assigning each course a representative difficulty value. This is critical for several aspects of CA, such as quality control (e.g., monitoring variations over time), course comparisons (e.g., articulation), and course recommendation (e.g., advising). Measuring course difficulty requires careful consideration of multiple factors: First, when difficulty measures are sensitive to the performance level of enrolled students, it can bias interpretations by overlooking student diversity. By assessing difficulty independently of enrolled students' performances, we can reduce the risk of bias and enable fair, representative assessments of difficulty. Second, from a measurement theoretic perspective, the measurement must be reliable and valid to provide a robust basis for subsequent analyses. Third, difficulty measures should account for covariates, such as the characteristics of individual students within a diverse populations (e.g., transfer status). In recent years, various notions of difficulty have been proposed. This paper provides the first comprehensive review and comparison of existing approaches for assessing course difficulty based on grade point averages and latent trait modeling. It further offers a hands-on tutorial on model selection, assumption checking, and practical CA applications. These applications include monitoring course difficulty over time and detecting courses with disparate outcomes between distinct groups of students (e.g., dropouts vs. graduates), ultimately aiming to promote high-quality, fair, and equitable learning experiences. To support further research and application, we provide an open-source software package and artificial datasets, facilitating reproducibility and adoption.

Large language models (LLMs) exhibit impressive in-context learning (ICL) abilities, enabling them to solve wide range of tasks via textual prompts alone. As these capabilities advance, the range of applicable domains continues to expand significantly. However, identifying the precise mechanisms or internal structures within LLMs that allow successful ICL across diverse, distinct classes of tasks remains elusive. Physics-based tasks offer a promising testbed for probing this challenge. Unlike synthetic sequences such as basic arithmetic or symbolic equations, physical systems provide experimentally controllable, real-world data based on structured dynamics grounded in fundamental principles. This makes them particularly suitable for studying the emergent reasoning behaviors of LLMs in a realistic yet tractable setting. Here, we mechanistically investigate the ICL ability of LLMs, especially focusing on their ability to reason about physics. Using a dynamics forecasting task in physical systems as a proxy, we evaluate whether LLMs can learn physics in context. We first show that the performance of dynamics forecasting in context improves with longer input contexts. To uncover how such capability emerges in LLMs, we analyze the model's residual stream activations using sparse autoencoders (SAEs). Our experiments reveal that the features captured by SAEs correlate with key physical variables, such as energy. These findings demonstrate that meaningful physical concepts are encoded within LLMs during in-context learning. In sum, our work provides a novel case study that broadens our understanding of how LLMs learn in context.

Neural Information Processing Systems http://nips.cc/

Decision trees offer this inter-pretability, especially when they are small.

The core of our algorithm is the computation of the stationary distribution of a Markov chain defined on an item-item graph.

This yields continuous-time counterparts of Fast Weight Programmers and linear Transformers.

However, in these domains, the number of available problems typically drops rapidly as a function of problem length (e.g. Figure 2).