The explanation consists of a list of insecurities, each composed of 1) an image region (more generally, a set of input variables), and 2) an ambiguity formed by the pair of classes responsible for the network uncertainty about the region.

A new approach to explainable AI, denoted {\it deliberative explanations,\/} is proposed. Deliberative explanations are a visualization technique that aims to go beyond the simple visualization of the image regions (or, more generally, input variables) responsible for a network prediction. Instead, they aim to expose the deliberations carried by the network to arrive at that prediction, by uncovering the insecurities of the network about the latter. The explanation consists of a list of insecurities, each composed of 1) an image region (more generally, a set of input variables), and 2) an ambiguity formed by the pair of classes responsible for the network uncertainty about the region. Since insecurity detection requires quantifying the difficulty of network predictions, deliberative explanations combine ideas from the literatures on visual explanations and assessment of classification difficulty.

We consider the problem of teaching via demonstrations in sequential decision-making settings. In particular, we study how to design a personalized curriculum over demonstrations to speed up the learner's convergence. We provide a unified curriculum strategy for two popular learner models: Maximum Causal Entropy Inverse Reinforcement Learning (MaxEnt-IRL) and Cross-Entropy Behavioral Cloning (CrossEnt-BC). Our unified strategy induces a ranking over demonstrations based on a notion of difficulty scores computed w.r.t. the teacher's optimal policy and the learner's current policy. Compared to the state of the art, our strategy doesn't require access to the learner's internal dynamics and still enjoys similar convergence guarantees under mild technical conditions. Furthermore, we adapt our curriculum strategy to the setting where no teacher agent is present using task-specific difficulty scores. Experiments on a synthetic car driving environment and navigation-based environments demonstrate the effectiveness of our curriculum strategy.

Item Discrimination (ID) theory, which is widely used in educational assessment, measures the ability of individual test items to differentiate between high and low performers. Inspired by this theory, we propose an ID-induced prompt synthesis framework for evaluating LLMs to ensure the evaluation set can continually update and refine according to model abilities.

Signed graphs can model friendly or antagonistic relations where edges are annotated with a positive or negative sign. Signed Graph Neural Networks (SGNNs) have been widely used for signed graph representation learning. While significant progress has been made in SGNNs research, two issues (i.e., graph sparsity and unbalanced triangles) persist in the current SGNN models. We aim to alleviate these issues through data augmentation ( DA) techniques which have demonstrated effectiveness in improving the performance of graph neural networks. However, most graph augmentation methods are primarily aimed at graph-level and node-level tasks (e.g., graph classification and node classification) and cannot be directly applied to signed graphs due to the lack of side information (e.g., node features and label information) in available real-world signed graph datasets. Random DropEdge is one of the few DA methods that can be directly used for signed graph data augmentation, but its effectiveness is still unknown.

Item Discrimination (ID) theory, which is widely used in educational assessment, measures the ability of individual test items to differentiate between high and low performers. Inspired by this theory, we propose an ID-induced prompt synthesis framework for evaluating LLMs to ensure the evaluation set can continually update and refine according to model abilities.

A new approach to explainable AI, denoted deliberative explanations, is proposed.