Neural networks are vulnerable to a wide range of erroneous inputs such as adversarial, corrupted, out-of-distribution, and misclassified examples. In this work, we train a linear SVM classifier to detect these four types of erroneous data using hidden and softmax feature vectors of pre-trained neural networks. Our results indicate that these faulty data types generally exhibit linearly separable activation properties from correct examples, giving us the ability to reject bad inputs with no extra training or overhead. We experimentally validate our findings across a diverse range of datasets, domains, pre-trained models, and adversarial attacks.

ChatGPT has gained both positive and negative publicity after reports suggesting that it is able to pass various professional and licensing examinations. This suggests that ChatGPT may pass Turing Test in the near future. However, a computer program that passing Turing Test can either mean that it is a Chinese Room or artificially conscious. Hence, the question of whether the current state of ChatGPT is more of a Chinese Room or approaching artificial consciousness remains. Here, I demonstrate that the current version of ChatGPT (Feb 13 version) is a Chinese Room. Despite potential evidence of cognitive connections, ChatGPT exhibits critical errors in causal reasoning. At the same time, I demonstrate that ChatGPT can generate all possible categorical responses to the same question and response with erroneous examples; thus, questioning its utility as a learning tool. I also show that ChatGPT is capable of artificial hallucination, which is defined as generating confidently wrong replies. It is likely that errors in causal reasoning leads to hallucinations. More critically, ChatGPT generates false references to mimic real publications. Therefore, its utility is cautioned.

Meta-cognitive skills to be developed in learning for the 21st century is the detection and correction of errors in solutions. These meta-cognitive skills can help to detect errors the learner has made her/himself as well as errors others have made. Our investigations in learning from errors have the ultimate goal to adapt the selection and presentation to the learner so that he/she can better learn from erroneous examples others have made. In our experiments we found that (1) erroneous examples with help provision can promote students skill of find errors, (2) the benefit from erroneous examples depends on the relation between the student's level and the example's difficulty, i.e. if the student is prepared for the problem, (3) for many students it is very difficult to correct errors.