Data annotated by humans is a source of knowledge by describing the peculiarities of the problem and therefore fueling the decision process of the trained model. Unfortunately, the annotation process for subjective natural language processing (NLP) problems like offensiveness or emotion detection is often very expensive and time-consuming. One of the inevitable risks is to spend some of the funds and annotator effort on annotations that do not provide any additional knowledge about the specific task. To minimize these costs, we propose a new model-based approach that allows the selection of tasks annotated individually for each text in a multi-task scenario. The experiments carried out on three datasets, dozens of NLP tasks, and thousands of annotations show that our method allows up to 40% reduction in the number of annotations with negligible loss of knowledge. The results also emphasize the need to collect a diverse amount of data required to efficiently train a model, depending on the subjectivity of the annotation task. We also focused on measuring the relation between subjective tasks by evaluating the model in single-task and multi-task scenarios. Moreover, for some datasets, training only on the labels predicted by our model improved the efficiency of task selection as a self-supervised learning regularization technique.

Cognitive modelling can discover the latent characteristics of examinees for predicting their performance (i.e. scores) on each problem. As cognitive modelling is important for numerous applications, e.g. personalized remedy recommendation, some solutions have been designed in the literature. However, the problem of extracting information from both objective and subjective problems to get more precise and interpretable cognitive analysis is still underexplored. To this end, we propose a fuzzy cognitive diagnosis framework (FuzzyCDF) for examinees' cognitive modelling with both objective and subjective problems. Specifically, to handle the partially correct responses on subjective problems, we first fuzzify the skill proficiency of examinees. Then, we combine fuzzy set theory and educational hypotheses to model the examinees' mastery on the problems. Further, we simulate the generation of examination scores by considering both slip and guess factors. Extensive experiments on three real-world datasets prove that FuzzyCDF can predict examinee performance more effectively, and the output of FuzzyCDF is also interpretative.