Equilibrium propagation (EP) is an alternative to backpropagation (BP) that allows the training of deep neural networks with local learning rules. It thus provides a compelling framework for training neuromorphic systems and understanding learning in neurobiology. However, EP requires infinitesimal teaching signals, thereby limiting its applicability to noisy physical systems. Moreover, the algorithm requires separate temporal phases and has not been applied to large-scale problems. Here we address these issues by extending EP to holomorphic networks.

We first remind the reader of the process of error backpropagation.

The error-backpropagation (backprop) algorithm remains the most common solution to the credit assignment problem in artificial neural networks.

Agent learning from human interaction often relies on explicit signals, but implicit social cues, such as prosody in speech, could provide valuable information for more effective learning. This paper advocates for the integration of prosody as a teaching signal to enhance agent learning from human teachers. Through two exploratory studies--one examining voice feedback in an interactive reinforcement learning setup and the other analyzing restricted audio from human demonstrations in three Atari games--we demonstrate that prosody carries significant information about task dynamics. Our findings suggest that prosodic features, when coupled with explicit feedback, can enhance reinforcement learning outcomes. Moreover, we propose guidelines for prosody-sensitive algorithm design and discuss insights into teaching behavior. Our work underscores the potential of leveraging prosody as an implicit signal for more efficient agent learning, thus advancing human-agent interaction paradigms.

Equilibrium propagation (EP) is an alternative to backpropagation (BP) that allows the training of deep neural networks with local learning rules. It thus provides a compelling framework for training neuromorphic systems and understanding learning in neurobiology. However, EP requires infinitesimal teaching signals, thereby limiting its applicability to noisy physical systems. Moreover, the algorithm requires separate temporal phases and has not been applied to large-scale problems. Here we address these issues by extending EP to holomorphic networks.

How Much Progress Did I Make? Abstract-- Enhancing the expressiveness of human teaching is vital for both improving robots' learning from humans and the human-teaching-robot experience. In this work, we characterize and test a little-used teaching signal: progress, designed to represent the completion percentage of a task. We conducted two online studies with 76 crowd-sourced participants and one public space study with 40 non-expert participants to validate the capability of this progress signal. We find that progress indicates whether the task is successfully performed, reflects the degree of task completion, identifies unproductive but harmless behaviors, and is likely to be more consistent across participants. Furthermore, our results show that giving progress does not require extra workload and time. An additional contribution of our work is a dataset of 40 non-expert demonstrations from the public space study through an ice cream topping-adding task, which we observe to be multi-policy and sub-optimal, with sub-optimality not only from teleoperation errors but also from exploratory actions and attempts.

Large Language Models (LLMs) have recently demonstrated exceptional performance in various Natural Language Processing (NLP) tasks. They have also shown the ability to perform chain-of-thought (CoT) reasoning to solve complex problems. Recent studies have explored CoT reasoning in complex multimodal scenarios, such as the science question answering task, by fine-tuning multimodal models with high-quality human-annotated CoT rationales. However, collecting high-quality COT rationales is usually time-consuming and costly. Besides, the annotated rationales are hardly accurate due to the external essential information missed. To address these issues, we propose a novel method termed T-SciQ that aims at teaching science question answering with LLM signals. The T-SciQ approach generates high-quality CoT rationales as teaching signals and is advanced to train much smaller models to perform CoT reasoning in complex modalities. Additionally, we introduce a novel data mixing strategy to produce more effective teaching data samples for simple and complex science question answer problems. Extensive experimental results show that our T-SciQ method achieves a new state-of-the-art performance on the ScienceQA benchmark, with an accuracy of 96.18%. Moreover, our approach outperforms the most powerful fine-tuned baseline by 4.5%. The code is publicly available at https://github.com/T-SciQ/T-SciQ.

We investigate cross-quality knowledge distillation (CQKD), a knowledge distillation method where knowledge from a teacher network trained with full-resolution images is transferred to a student network that takes as input low-resolution images. As image size is a deciding factor for the computational load of computer vision applications, CQKD notably reduces the requirements by only using the student network at inference time. Our experimental results show that CQKD outperforms supervised learning in large-scale image classification problems. We also highlight the importance of calibrating neural networks: we show that with higher temperature smoothing of the teacher's output distribution, the student distribution exhibits a higher entropy, which leads to both, a lower calibration error and a higher network accuracy.