Large language models (LLMs) enable zero-shot approaches in open-domain question answering (ODQA), yet with limited advancements as the reader is compared to the retriever. This study aims at the feasibility of a zero-shot reader that addresses the challenges of computational cost and the need for labeled data. We find that LLMs are distracted due to irrelevant documents in the retrieved set and the overconfidence of the generated answers when they are exploited as zero-shot readers. To tackle these problems, we mitigate the impact of such documents via Distraction-aware Answer Selection (DAS) with a negation-based instruction and score adjustment for proper answer selection. Experimental results show that our approach successfully handles distraction across diverse scenarios, enhancing the performance of zero-shot readers. Furthermore, unlike supervised readers struggling with unseen data, zero-shot readers demonstrate outstanding transferability without any training.

The rapid advancements in large language models (LLMs) have ignited interest in the temporal knowledge graph (tKG) domain, where conventional carefully designed embedding-based and rule-based models dominate. The question remains open of whether pre-trained LLMs can understand structured temporal relational data and replace them as the foundation model for temporal relational forecasting. Therefore, we bring temporal knowledge forecasting into the generative setting. However, challenges occur in the huge chasms between complex temporal graph data structure and sequential natural expressions LLMs can handle, and between the enormous data sizes of tKGs and heavy computation costs of finetuning LLMs. To address these challenges, we propose a novel retrieval augmented generation framework that performs generative forecasting on tKGs named GenTKG, which combines a temporal logical rule-based retrieval strategy and lightweight parameter-efficient instruction tuning. Extensive experiments have shown that GenTKG outperforms conventional methods of temporal relational forecasting under low computation resources. GenTKG also highlights remarkable transferability with exceeding performance on unseen datasets without re-training. Our work reveals the huge potential of LLMs in the tKG domain and opens a new frontier for generative forecasting on tKGs.

Talk2BEV is a large vision-language model (LVLM) interface for bird's-eye view (BEV) maps in autonomous driving contexts. While existing perception systems for autonomous driving scenarios have largely focused on a pre-defined (closed) set of object categories and driving scenarios, Talk2BEV blends recent advances in general-purpose language and vision models with BEV-structured map representations, eliminating the need for task-specific models. This enables a single system to cater to a variety of autonomous driving tasks encompassing visual and spatial reasoning, predicting the intents of traffic actors, and decision-making based on visual cues. We extensively evaluate Talk2BEV on a large number of scene understanding tasks that rely on both the ability to interpret free-form natural language queries, and in grounding these queries to the visual context embedded into the language-enhanced BEV map. To enable further research in LVLMs for autonomous driving scenarios, we develop and release Talk2BEV-Bench, a benchmark encompassing 1000 human-annotated BEV scenarios, with more than 20,000 questions and ground-truth responses from the NuScenes dataset.

Conversational tutoring systems (CTSs) offer learning experiences driven by natural language interaction. They are known to promote high levels of cognitive engagement and benefit learning outcomes, particularly in reasoning tasks. Nonetheless, the time and cost required to author CTS content is a major obstacle to widespread adoption. In this paper, we introduce a novel type of CTS that leverages the recent advances in large language models (LLMs) in two ways: First, the system induces a tutoring script automatically from a lesson text. Second, the system automates the script orchestration via two LLM-based agents (Ruffle&Riley) with the roles of a student and a professor in a learning-by-teaching format. The system allows a free-form conversation that follows the ITS-typical inner and outer loop structure. In an initial between-subject online user study (N = 100) comparing Ruffle&Riley to simpler QA chatbots and reading activity, we found no significant differences in post-test scores. Nonetheless, in the learning experience survey, Ruffle&Riley users expressed higher ratings of understanding and remembering and further perceived the offered support as more helpful and the conversation as coherent. Our study provides insights for a new generation of scalable CTS technologies.

Unfamiliar decisions -- decisions where people lack adequate domain knowledge or expertise -- specifically increase the complexity and uncertainty of the process of searching for, understanding, and making decisions with online information. Through our formative study (n=14), we observed users' challenges in accessing diverse perspectives, identifying relevant information, and deciding the right moment to make the final decision. We present ChoiceMates, a system that enables conversations with a dynamic set of LLM-powered agents for a holistic domain understanding and efficient discovery and management of information to make decisions. Agents, as opinionated personas, flexibly join the conversation, not only providing responses but also conversing among themselves to elicit each agent's preferences. Our between-subjects study (n=36) comparing ChoiceMates to conventional web search and single-agent showed that ChoiceMates was more helpful in discovering, diving deeper, and managing information compared to Web with higher confidence. We also describe how participants utilized multi-agent conversations in their decision-making process.

In the financial industry, credit scoring is a fundamental element, shaping access to credit and determining the terms of loans for individuals and businesses alike. Traditional credit scoring methods, however, often grapple with challenges such as narrow knowledge scope and isolated evaluation of credit tasks. Our work posits that Large Language Models (LLMs) have great potential for credit scoring tasks, with strong generalization ability across multiple tasks. To systematically explore LLMs for credit scoring, we propose the first open-source comprehensive framework. We curate a novel benchmark covering 9 datasets with 14K samples, tailored for credit assessment and a critical examination of potential biases within LLMs, and the novel instruction tuning data with over 45k samples. We then propose the first Credit and Risk Assessment Large Language Model (CALM) by instruction tuning, tailored to the nuanced demands of various financial risk assessment tasks. We evaluate CALM, and existing state-of-art (SOTA) open source and close source LLMs on the build benchmark. Our empirical results illuminate the capability of LLMs to not only match but surpass conventional models, pointing towards a future where credit scoring can be more inclusive, comprehensive, and unbiased. We contribute to the industry's transformation by sharing our pioneering instruction-tuning datasets, credit and risk assessment LLM, and benchmarks with the research community and the financial industry.

Transformer based language models exhibit intelligent behaviors such as understanding natural language, recognizing patterns, acquiring knowledge, reasoning, planning, reflecting and using tools. This paper explores how their underlying mechanics give rise to intelligent behaviors. Towards that end, we propose framing Transformer dynamics as movement through embedding space. Examining Transformers through this perspective reveals key insights, establishing a Theory of Transformers: 1) Intelligent behaviours map to paths in Embedding Space which, the Transformer random-walks through during inferencing. 2) LM training learns a probability distribution over all possible paths. `Intelligence' is learnt by assigning higher probabilities to paths representing intelligent behaviors. No learning can take place in-context; context only narrows the subset of paths sampled during decoding. 5) The Transformer is a self-mapping composition function, folding a context sequence into a context-vector such that it's proximity to a token-vector reflects its co-occurrence and conditioned probability. Thus, the physical arrangement of vectors in Embedding Space determines path probabilities. 6) Context vectors are composed by aggregating features of the sequence's tokens via a process we call the encoding walk. Attention contributes a - potentially redundant - association-bias to this process. 7) This process is comprised of two principal operation types: filtering (data independent) and aggregation (data dependent). This generalization unifies Transformers with other sequence models. Building upon this foundation, we formalize a popular semantic interpretation of embeddings into a ``concept-space theory'' and find some evidence of it's validity.

Large language models (LLMs) have demonstrated remarkable proficiency in understanding and generating human-like texts, which may potentially revolutionize the finance industry. However, existing LLMs often fall short in the financial field, which is mainly attributed to the disparities between general text data and financial text data. Unfortunately, there is only a limited number of financial text datasets available, and BloombergGPT, the first financial LLM (FinLLM), is close-sourced (only the training logs were released). In light of this, we aim to democratize Internet-scale financial data for LLMs, which is an open challenge due to diverse data sources, low signal-to-noise ratio, and high time-validity. To address the challenges, we introduce an open-sourced and data-centric framework, Financial Generative Pre-trained Transformer (FinGPT), that automates the collection and curation of real-time financial data from 34 diverse sources on the Internet, providing researchers and practitioners with accessible and transparent resources to develop their FinLLMs. Additionally, we propose a simple yet effective strategy for fine-tuning FinLLM using the inherent feedback from the market, dubbed Reinforcement Learning with Stock Prices (RLSP). We also adopt the Low-rank Adaptation (LoRA, QLoRA) method that enables users to customize their own FinLLMs from general-purpose LLMs at a low cost. Finally, we showcase several FinGPT applications, including robo-advisor, sentiment analysis for algorithmic trading, and low-code development. FinGPT aims to democratize FinLLMs, stimulate innovation, and unlock new opportunities in open finance. The codes have been open-sourced.

A hallmark property of explainable AI models is the ability to teach other agents, communicating knowledge of how to perform a task. While Large Language Models perform complex reasoning by generating explanations for their predictions, it is unclear whether they also make good teachers for weaker agents. To address this, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve students on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, inspired by the Theory of Mind abilities of effective teachers, we propose building two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

The rise of large language models (LLMs) has brought a critical need for high-quality human-labeled data, particularly for processes like human feedback and evaluation. A common practice is to label data via consensus annotation over crowdworker judgments. However, annotators' judgments for subjective tasks can differ in many ways: they may have different qualitative judgments about an example, and they may map those to a labeling scheme in different ways. We show that these nuances can be captured by natural language explanations, and propose a method to rescale ordinal annotations and explanations using LLMs. Specifically, we feed annotators' Likert ratings and corresponding explanations into an LLM and prompt it to produce a numeric score anchored in a scoring rubric. These scores should reflect the annotators' underlying assessments of the example. The rubric can be designed or modified after annotation, and include distinctions that may not have been known when the original error taxonomy was devised. We explore our technique in the context of rating system outputs for a document-grounded question answering task, where LLMs achieve near-human performance. Our method rescales the raw judgments without impacting agreement and brings the scores closer to human judgments grounded in the same scoring rubric.