Molecule-text modeling, which aims to facilitate molecule-relevant tasks with a textual interface and textual knowledge, is an emerging research direction. Beyond single molecules, studying reaction-text modeling holds promise for helping the synthesis of new materials and drugs. However, previous works mostly neglect reaction-text modeling: they primarily focus on modeling individual molecule-text pairs or learning chemical reactions without texts in context. Additionally, one key task of reaction-text modeling -- experimental procedure prediction -- is less explored due to the absence of an open-source dataset. The task is to predict step-by-step actions of conducting chemical experiments and is crucial to automating chemical synthesis. To resolve the challenges above, we propose a new pretraining method, ReactXT, for reaction-text modeling, and a new dataset, OpenExp, for experimental procedure prediction. Specifically, ReactXT features three types of input contexts to incrementally pretrain LMs. Each of the three input contexts corresponds to a pretraining task to improve the text-based understanding of either reactions or single molecules. ReactXT demonstrates consistent improvements in experimental procedure prediction and molecule captioning and offers competitive results in retrosynthesis. Our code is available at https://github.com/syr-cn/ReactXT.

Following OpenAI's introduction of GPTs, a surge in GPT apps has led to the launch of dedicated LLM app stores. Nevertheless, given its debut, there is a lack of sufficient understanding of this new ecosystem. To fill this gap, this paper presents a first comprehensive longitudinal (5-month) study of the evolution, landscape, and vulnerability of the emerging LLM app ecosystem, focusing on two GPT app stores: \textit{GPTStore.AI} and the official \textit{OpenAI GPT Store}. Specifically, we develop two automated tools and a TriLevel configuration extraction strategy to efficiently gather metadata (\ie names, creators, descriptions, \etc) and user feedback for all GPT apps across these two stores, as well as configurations (\ie system prompts, knowledge files, and APIs) for the top 10,000 popular apps. Our extensive analysis reveals: (1) the user enthusiasm for GPT apps consistently rises, whereas creator interest plateaus within three months of GPTs' launch; (2) nearly 90\% system prompts can be easily accessed due to widespread failure to secure GPT app configurations, leading to considerable plagiarism and duplication among apps. Our findings highlight the necessity of enhancing the LLM app ecosystem by the app stores, creators, and users.

Multiple-choice questions (MCQs) are widely used in the evaluation of large language models (LLMs) due to their simplicity and efficiency. However, there are concerns about whether MCQs can truly measure LLM's capabilities, particularly in knowledge-intensive scenarios where long-form generation (LFG) answers are required. The misalignment between the task and the evaluation method demands a thoughtful analysis of MCQ's efficacy, which we undertake in this paper by evaluating nine LLMs on four question-answering (QA) datasets in two languages: Chinese and English. We identify a significant issue: LLMs exhibit an order sensitivity in bilingual MCQs, favoring answers located at specific positions, i.e., the first position. We further quantify the gap between MCQs and long-form generation questions (LFGQs) by comparing their direct outputs, token logits, and embeddings. Our results reveal a relatively low correlation between answers from MCQs and LFGQs for identical questions. Additionally, we propose two methods to quantify the consistency and confidence of LLMs' output, which can be generalized to other QA evaluation benchmarks. Notably, our analysis challenges the idea that the higher the consistency, the greater the accuracy. We also find MCQs to be less reliable than LFGQs in terms of expected calibration error. Finally, the misalignment between MCQs and LFGQs is not only reflected in the evaluation performance but also in the embedding space. Our code and models can be accessed at https://github.com/Meetyou-AI-Lab/Can-MC-Evaluate-LLMs.

The objective of this paper is to predict (A) whether a sentence in a written text expresses an emotion, (B) the mode(s) in which it is expressed, (C) whether it is basic or complex, and (D) its emotional category. One of our major contributions, through a dataset and a model, is to integrate the fact that an emotion can be expressed in different modes: from a direct mode, essentially lexicalized, to a more indirect mode, where emotions will only be suggested, a mode that NLP approaches generally don't take into account. Another originality is that the scope is on written texts, as opposed usual work focusing on conversational (often multi-modal) data. In this context, modes of expression are seen as a factor towards the automatic analysis of complexity in texts. Experiments on French texts show acceptable results compared to the human annotators' agreement, and outperforming results compared to using a large language model with in-context learning (i.e. no fine-tuning).

The Sparse Mixture of Experts (SMoE) has been widely employed to enhance the efficiency of training and inference for Transformer-based foundational models, yielding promising results. However, the performance of SMoE heavily depends on the choice of hyper-parameters, such as the number of experts and the number of experts to be activated (referred to as top-k), resulting in significant computational overhead due to the extensive model training by searching over various hyper-parameter configurations. As a remedy, we introduce the Dynamic Mixture of Experts (DynMoE) technique. DynMoE incorporates (1) a novel gating method that enables each token to automatically determine the number of experts to activate. (2) An adaptive process automatically adjusts the number of experts during training. Extensive numerical results across Vision, Language, and Vision-Language tasks demonstrate the effectiveness of our approach to achieve competitive performance compared to GMoE for vision and language tasks, and MoE-LLaVA for vision-language tasks, while maintaining efficiency by activating fewer parameters. Our code is available at https://github.com/LINs-lab/DynMoE.

Instruction tuning plays a crucial role in shaping the outputs of language models (LMs) to desired styles. In this work, we propose a simple yet effective method, Instruction Modelling (IM), which trains LMs by applying a loss function to the instruction and prompt part rather than solely to the output part. Through experiments across 21 diverse benchmarks, we show that, in many scenarios, IM can effectively improve the LM performance on both NLP tasks (e.g., MMLU, TruthfulQA, and HumanEval) and open-ended generation benchmarks (e.g., MT-Bench and AlpacaEval). Remarkably, in the most advantageous case, IM boosts model performance on AlpacaEval 1.0 by over 100%. We identify two key factors influencing the effectiveness of IM: (1) The ratio between instruction length and output length in the training data; and (2) The number of training examples. We observe that IM is especially beneficial when trained on datasets with lengthy instructions paired with brief outputs, or under the Superficial Alignment Hypothesis (SAH) where a small amount of training examples are used for instruction tuning. Further analysis substantiates our hypothesis that the improvement can be attributed to reduced overfitting to instruction tuning datasets. Our work provides practical guidance for instruction tuning LMs, especially in low-resource scenarios.

Intelligent Tutoring Systems (ITSs) have shown great potential in delivering personalized and adaptive education, but their widespread adoption has been hindered by the need for specialized programming and design skills. Existing approaches overcome the programming limitations with no-code authoring through drag and drop, however they assume that educators possess the necessary skills to design effective and engaging tutor interfaces. To address this assumption we introduce generative AI capabilities to assist educators in creating tutor interfaces that meet their needs while adhering to design principles. Our approach leverages Large Language Models (LLMs) and prompt engineering to generate tutor layout and contents based on high-level requirements provided by educators as inputs. However, to allow them to actively participate in the design process, rather than relying entirely on AI-generated solutions, we allow generation both at the entire interface level and at the individual component level. The former provides educators with a complete interface that can be refined using direct manipulation, while the latter offers the ability to create specific elements to be added to the tutor interface. A small-scale comparison shows the potential of our approach to enhance the efficiency of tutor interface design. Moving forward, we raise critical questions for assisting educators with generative AI capabilities to create personalized, effective, and engaging tutors, ultimately enhancing their adoption.

As natural language generation (NLG) models have become prevalent, systematically assessing the quality of machine-generated texts has become increasingly important. Recent studies introduce LLM-based evaluators that operate as reference-free metrics, demonstrating their capability to adeptly handle novel tasks. However, these models generally rely on a single-agent approach, which, we argue, introduces an inherent limit to their performance. This is because there exist biases in LLM agent's responses, including preferences for certain text structure or content. In this work, we propose DEBATE, an NLG evaluation framework based on multi-agent scoring system augmented with a concept of Devil's Advocate. Within the framework, one agent is instructed to criticize other agents' arguments, potentially resolving the bias in LLM agent's answers. DEBATE substantially outperforms the previous state-of-the-art methods in two meta-evaluation benchmarks in NLG evaluation, SummEval and TopicalChat. We also show that the extensiveness of debates among agents and the persona of an agent can influence the performance of evaluators.

Previous language model pre-training methods have uniformly applied a next-token prediction loss to all training tokens. Challenging this norm, we posit that ''Not all tokens in a corpus are equally important for language model training''. Our initial analysis examines token-level training dynamics of language model, revealing distinct loss patterns for different tokens. Leveraging these insights, we introduce a new language model called Rho-1. Unlike traditional LMs that learn to predict every next token in a corpus, Rho-1 employs Selective Language Modeling (SLM), which selectively trains on useful tokens that aligned with the desired distribution. This approach involves scoring pretraining tokens using a reference model, and then training the language model with a focused loss on tokens with higher scores. When continual pretraining on 15B OpenWebMath corpus, Rho-1 yields an absolute improvement in few-shot accuracy of up to 30% in 9 math tasks. After fine-tuning, Rho-1-1B and 7B achieved state-of-the-art results of 40.6% and 51.8% on MATH dataset, respectively - matching DeepSeekMath with only 3% of the pretraining tokens. Furthermore, when pretraining on 80B general tokens, Rho-1 achieves 6.8% average enhancement across 15 diverse tasks, increasing both efficiency and performance of the language model pre-training.

We explore the self-play training procedure of large language models (LLMs) in a two-player adversarial language game called Adversarial Taboo. In this game, an attacker and a defender communicate around a target word only visible to the attacker. The attacker aims to induce the defender to speak the target word unconsciously, while the defender tries to infer the target word from the attacker's utterances. To win the game, both players should have sufficient knowledge about the target word and high-level reasoning ability to infer and express in this information-reserved conversation. Hence, we are curious about whether LLMs' reasoning ability can be further enhanced by self-play in this adversarial language game (SPAG). With this goal, we select several open-source LLMs and let each act as the attacker and play with a copy of itself as the defender on an extensive range of target words. Through reinforcement learning on the game outcomes, we observe that the LLMs' performances uniformly improve on a broad range of reasoning benchmarks. Furthermore, iteratively adopting this self-play process can continuously promote LLMs' reasoning abilities. The code is at https://github.com/Linear95/SPAG.