Large language models (LLMs) demonstrate impressive generalization abilities, yet adapting them effectively across multiple heterogeneous domains remains challenging due to inter-domain interference. To overcome this challenge, we propose a partition-based multi-stage fine-tuning framework designed to exploit inter-domain synergies while minimizing negative transfer.

In multimodal representation learning, synergistic interactions between modalities not only provide complementary information but also create unique outcomes through specific interaction patterns that no single modality could achieve alone. Existing methods may struggle to effectively capture the full spectrum of synergistic information, leading to suboptimal performance in tasks where such interactions are critical. This is particularly problematic because synergistic information constitutes the fundamental value proposition of multimodal representation. To address this challenge, we introduce InfMasking, a contrastive synergistic information extraction method designed to enhance synergistic information through an Infinite Masking strategy. InfMasking stochastically occludes most features from each modality during fusion, preserving only partial information to create representations with varied synergistic patterns.

Recently proposed Fine-Grained Few-Shot Class-Incremental Learning (FG-FSCIL) offers a practical and efficient solution for enabling models to incrementally learn new fine-grained categories under limited data conditions. However, existing methods still settle for the fine-grained feature extraction capabilities learned from the base classes.

Large language models (LLMs) demonstrate impressive generalization abilities, yet adapting them effectively across multiple heterogeneous domains remains challenging due to inter-domain interference. To overcome this challenge, we propose a partition-based multi-stage fine-tuning framework designed to exploit inter-domain synergies while minimizing negative transfer.

The recent explosion of interest in multimodal applications has resulted in a wide selection of datasets and methods for representing and integrating information from different modalities. Despite these empirical advances, there remain fundamental research questions: How can we quantify the interactions that are necessary to solve a multimodal task? Subsequently, what are the most suitable multimodal models to capture these interactions? To answer these questions, we propose an information-theoretic approach to quantify the degree of redundancy, uniqueness, and synergy relating input modalities with an output task. We term these three measures as the PID statistics of a multimodal distribution (or PID for short), and introduce two new estimators for these PID statistics that scale to high-dimensional distributions. To validate PID estimation, we conduct extensive experiments on both synthetic datasets where the PID is known and on large-scale multimodal benchmarks where PID estimations are compared with human annotations. Finally, we demonstrate their usefulness in (1) quantifying interactions within multimodal datasets, (2) quantifying interactions captured by multimodal models, (3) principled approaches for model selection, and (4) three real-world case studies engaging with domain experts in pathology, mood prediction, and robotic perception where our framework helps to recommend strong multimodal models for each application.

Graph homophily refers to the phenomenon that connected nodes tend to share similar characteristics. Understanding this concept and its related metrics is crucial for designing effective Graph Neural Networks (GNNs). The most widely used homophily metrics, such as edge or node homophily, quantify such similarity as label consistency across the graph topology. These metrics are believed to be able to reflect the performance of GNNs, especially on node-level tasks. However, many recent studies have empirically demonstrated that the performance of GNNs does not always align with homophily metrics, and how homophily influences GNNs still remains unclear and controversial.

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Biological synergies have emerged as a widely adopted paradigm for dexterous hand design, enabling human-like manipulation with a small number of actuators. Nonetheless, excessive coupling tends to diminish the dexterity of hands. This paper tackles the trade-off between actuation complexity and dexterity by proposing an anthropomorphic finger topology with 4 DoFs driven by 2 actuators, and by developing an adaptive, modular dexterous hand based on this finger topology. We explore the biological basis of hand synergies and human gesture analysis, translating joint-level coordination and structural attributes into a modular finger architecture. Leveraging these biomimetic mappings, we design a five-finger modular hand and establish its kinematic model to analyze adaptive grasping and in-hand manipulation. Finally, we construct a physical prototype and conduct preliminary experiments, which validate the effectiveness of the proposed design and analysis.

Generative artificial intelligence (GenAI) is increasingly used in education, posing significant challenges for teachers adapting to these changes. GenAI offers unprecedented opportunities for accessibility, scalability and productivity in educational tasks. However, the automation of teaching tasks through GenAI raises concerns about reduced teacher agency, potential cognitive atrophy, and the broader deprofessionalisation of teaching. Drawing findings from prior literature on AI in Education, and refining through a recent systematic literature review, this chapter presents a conceptualisation of five levels of teacher-AI teaming: transactional, situational, operational, praxical and synergistic teaming. The framework aims to capture the nuanced dynamics of teacher-AI interactions, particularly with GenAI, that may lead to the replacement, complementarity, or augmentation of teachers' competences and professional practice. GenAI technological affordances required in supporting teaming, along with empirical studies, are discussed. Drawing on empirical observations, we outline a future vision that moves beyond individual teacher agency toward collaborative decision-making between teachers and AI, in which both agents engage in negotiation, constructive challenge, and co-reasoning that enhance each other's capabilities and enable outcomes neither could realise independently. Further discussion of socio-technical factors beyond teacher-AI teaming is also included to streamline the synergy of teachers and AI in education ethically and practically.