The reasoning abilities are one of the most enigmatic and captivating aspects of large language models (LLMs). Numerous studies are dedicated to exploring and expanding the boundaries of this reasoning capability. However, tasks that embody both reasoning and recall characteristics are often overlooked. In this paper, we introduce such a novel task, code reasoning, to provide a new perspective for the reasoning abilities of LLMs. We summarize three meta-benchmarks based on established forms of logical reasoning, and instantiate these into eight specific benchmark tasks. Our testing on these benchmarks reveals that LLMs continue to struggle with identifying satisfactory reasoning pathways. Additionally, we present a new pathway exploration pipeline inspired by human intricate problem-solving methods. This Reflective Hypothesis Decomposition and Amendment (RHDA) pipeline consists of the following iterative steps: (1) Proposing potential hypotheses based on observations and decomposing them; (2) Utilizing tools to validate hypotheses and reflection outcomes; (3) Revising hypothesis in light of observations. Our approach effectively mitigates logical chain collapses arising from forgetting or hallucination issues in multi-step reasoning, resulting in performance gains of up to $3\times$. Finally, we expanded this pipeline by applying it to simulate complex household tasks in real-world scenarios, specifically in VirtualHome, enhancing the handling of failure cases. We release our code and all of results at https://github.com/TnTWoW/code_reasoning.

Sentence embedding is essential for many NLP tasks, with contrastive learning methods achieving strong performance using annotated datasets like NLI. Yet, the reliance on manual labels limits scalability. Recent studies leverage large language models (LLMs) to generate sentence pairs, reducing annotation dependency. However, they overlook ranking information crucial for fine-grained semantic distinctions. To tackle this challenge, we propose a method for controlling the generation direction of LLMs in the latent space. Unlike unconstrained generation, the controlled approach ensures meaningful semantic divergence. Then, we refine exist sentence embedding model by integrating ranking information and semantic information. Experiments on multiple benchmarks demonstrate that our method achieves new SOTA performance with a modest cost in ranking sentence synthesis.

Personalized learning represents a promising educational strategy within intelligent educational systems, aiming to enhance learners' practice efficiency. However, the discrepancy between offline metrics and online performance significantly impedes their progress. To address this challenge, we introduce Agent4Edu, a novel personalized learning simulator leveraging recent advancements in human intelligence through large language models (LLMs). Agent4Edu features LLM-powered generative agents equipped with learner profile, memory, and action modules tailored to personalized learning algorithms. The learner profiles are initialized using real-world response data, capturing practice styles and cognitive factors. Inspired by human psychology theory, the memory module records practice facts and high-level summaries, integrating reflection mechanisms. The action module supports various behaviors, including exercise understanding, analysis, and response generation. Each agent can interact with personalized learning algorithms, such as computerized adaptive testing, enabling a multifaceted evaluation and enhancement of customized services. Through a comprehensive assessment, we explore the strengths and weaknesses of Agent4Edu, emphasizing the consistency and discrepancies in responses between agents and human learners. The code, data, and appendix are publicly available at https://github.com/bigdata-ustc/Agent4Edu.

Owing to the capability of in-context learning, large language models (LLMs) have shown impressive performance across diverse mathematical reasoning benchmarks. However, we find that few-shot demonstrations can sometimes bring negative performance and their effectiveness on LLMs' reasoning abilities remains unreliable. To this end, in this paper, we aim to theoretically analyze the impact of in-context demonstrations on LLMs' reasoning performance. We prove that the reasoning efficacy (measured by empirical prediction loss) can be bounded by a LLM-oriented semantic similarity and an inference stability of demonstrations, which is general for both one-shot and few-shot scenarios. Based on this finding, we propose a straightforward, generalizable, and low-complexity demonstration selection method named LMS3. It can adaptively facilitate to select the most pertinent samples for different LLMs and includes a novel demonstration rejection mechanism to automatically filter out samples that are unsuitable for few-shot learning. Through experiments on three representative benchmarks, two LLM backbones, and multiple few-shot settings, we verify that our LMS3 has superiority and achieves consistent improvements on all datasets, which existing methods have been unable to accomplish.

In recent years, the breakthrough of Large Language Models (LLMs) offers new ideas for achieving universal methods on graph data. The common practice of converting graphs into natural language for LLMs, which refers to graph flattening, exhibits good generalizability and interpretability. However, the poor organization of the textual format results in poor performance in long-distance scenario understanding. Inspired by human cognitive reasoning habits, we propose a novel method for graph flattening to fit LLMs, termed as End-to-End DAG-Path prompting (EEDP). Experiments on real-world datasets show that EEDP enhances the reasoning performance of LLMs in long-distance scenarios while maintaining excellent performance in short-distance scenarios, demonstrating good robustness in the face of distance variations.

Cognitive diagnosis has been developed for decades as an effective measurement tool to evaluate human cognitive status such as ability level and knowledge mastery. It has been applied to a wide range of fields including education, sport, psychological diagnosis, etc. By providing better awareness of cognitive status, it can serve as the basis for personalized services such as well-designed medical treatment, teaching strategy and vocational training. This paper aims to provide a survey of current models for cognitive diagnosis, with more attention on new developments using machine learning-based methods. By comparing the model structures, parameter estimation algorithms, model evaluation methods and applications, we provide a relatively comprehensive review of the recent trends in cognitive diagnosis models. Further, we discuss future directions that are worthy of exploration. In addition, we release two Python libraries: EduData for easy access to some relevant public datasets we have collected, and EduCDM that implements popular CDMs to facilitate both applications and research purposes.

Educational resource understanding is vital to online learning platforms, which have demonstrated growing applications recently. However, researchers and developers always struggle with using existing general natural language toolkits or domain-specific models. The issue raises a need to develop an effective and easy-to-use one that benefits AI education-related research and applications. To bridge this gap, we present a unified, modularized, and extensive library, EduNLP, focusing on educational resource understanding. In the library, we decouple the whole workflow to four key modules with consistent interfaces including data configuration, processing, model implementation, and model evaluation. We also provide a configurable pipeline to unify the data usage and model usage in standard ways, where users can customize their own needs. For the current version, we primarily provide 10 typical models from four categories, and 5 common downstream-evaluation tasks in the education domain on 8 subjects for users' usage. The project is released at: https://github.com/bigdata-ustc/EduNLP.

Math Word Problems (MWPs) are crucial for evaluating the capability of Large Language Models (LLMs), with current research primarily focusing on questions with concise contexts. However, as real-world math problems often involve complex circumstances, LLMs' ability to solve long MWPs is vital for their applications in these scenarios, yet remains under-explored. This study pioneers the exploration of Context Length Generalizability (CoLeG), the ability of LLMs to solve long MWPs. We introduce Extended Grade-School Math (E-GSM), a collection of MWPs with lengthy narratives. Two novel metrics are proposed to assess the efficacy and resilience of LLMs in solving these problems. Our examination of existing zero-shot prompting techniques and both proprietary and open-source LLMs reveals a general deficiency in CoLeG. To alleviate these challenges, we propose distinct approaches for different categories of LLMs. For proprietary LLMs, a new instructional prompt is proposed to mitigate the influence of long context. For open-source LLMs, a new data augmentation task is developed to improve CoLeG. Our comprehensive results demonstrate the effectiveness of our proposed methods, showing not only improved performance on E-GSM but also generalizability across several other MWP benchmarks. Our findings pave the way for future research in employing LLMs for complex, real-world applications, offering practical solutions to current limitations and opening avenues for further exploration of model generalizability and training methodologies.

Geometry Problem Solving (GPS), which is a classic and challenging math problem, has attracted much attention in recent years. It requires a solver to comprehensively understand both text and diagram, master essential geometry knowledge, and appropriately apply it in reasoning. However, existing works follow a paradigm of neural machine translation and only focus on enhancing the capability of encoders, which neglects the essential characteristics of human geometry reasoning. In this paper, inspired by dual-process theory, we propose a Dual-Reasoning Geometry Solver (DualGeoSolver) to simulate the dual-reasoning process of humans for GPS. Specifically, we construct two systems in DualGeoSolver, namely Knowledge System and Inference System. Knowledge System controls an implicit reasoning process, which is responsible for providing diagram information and geometry knowledge according to a step-wise reasoning goal generated by Inference System. Inference System conducts an explicit reasoning process, which specifies the goal in each reasoning step and applies the knowledge to generate program tokens for resolving it. The two systems carry out the above process iteratively, which behaves more in line with human cognition. We conduct extensive experiments on two benchmark datasets, GeoQA and GeoQA+. The results demonstrate the superiority of DualGeoSolver in both solving accuracy and robustness from explicitly modeling human reasoning process and knowledge application.

Computerized Adaptive Testing (CAT) provides an efficient and tailored method for assessing the proficiency of examinees, by dynamically adjusting test questions based on their performance. Widely adopted across diverse fields like education, healthcare, sports, and sociology, CAT has revolutionized testing practices. While traditional methods rely on psychometrics and statistics, the increasing complexity of large-scale testing has spurred the integration of machine learning techniques. This paper aims to provide a machine learning-focused survey on CAT, presenting a fresh perspective on this adaptive testing method. By examining the test question selection algorithm at the heart of CAT's adaptivity, we shed light on its functionality. Furthermore, we delve into cognitive diagnosis models, question bank construction, and test control within CAT, exploring how machine learning can optimize these components. Through an analysis of current methods, strengths, limitations, and challenges, we strive to develop robust, fair, and efficient CAT systems. By bridging psychometric-driven CAT research with machine learning, this survey advocates for a more inclusive and interdisciplinary approach to the future of adaptive testing.