Daily Papers

Program repair techniques offer cost-saving benefits for debugging within software development and programming education scenarios. With the proven effectiveness of Large Language Models (LLMs) in code-related tasks, researchers have explored their potential for program repair. However, it is crucial to recognize that existing repair benchmarks may have influenced LLM training data, potentially causing data leakage. To evaluate LLMs' realistic repair capabilities, (1) we introduce an extensive, non-crawled benchmark, referred to as TutorCode, comprising 1,239 C++ defect codes and associated information such as tutor guidance, solution description, failing test cases, and the corrected code. Our work assesses the repair performance of 12 LLMs on TutorCode, measuring repair correctness (TOP-5 and AVG-5) and patch precision (RPSR). (2) We then provide a comprehensive investigation into which types of extra information can help LLMs improve their performance in repairing defects. Among these types, tutor guidance was found to be the most effective information in enhancing LLM repair capabilities. To fully harness LLMs' conversational capabilities and the benefits of augmented information, (3) we introduce a novel conversational semi-automatic repair framework CREF assisting human tutor. It demonstrates a remarkable AVG-5 improvement of 17.2%-24.6% compared to the baseline, achieving an impressive AVG-5 of 76.6% when utilizing GPT-4. These results highlight the potential for enhancing LLMs' repair capabilities through interactions with tutors and historical conversations involving incorrect responses. The successful application of CREF in a real-world educational setting demonstrates its effectiveness in reducing tutors' workload and improving students' learning experience, while also showcasing its promise for facilitating other software engineering tasks, such as code review.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

This paper introduces 26 guiding principles designed to streamline the process of querying and prompting large language models. Our goal is to simplify the underlying concepts of formulating questions for various scales of large language models, examining their abilities, and enhancing user comprehension on the behaviors of different scales of large language models when feeding into different prompts. Extensive experiments are conducted on LLaMA-1/2 (7B, 13B and 70B), GPT-3.5/4 to verify the effectiveness of the proposed principles on instructions and prompts design. We hope that this work can provide a better guide for researchers working on the prompting of large language models. Project page is available at https://github.com/VILA-Lab/ATLAS.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized guidance in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students toward completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents holistically using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our results and findings can be extended beyond coding, providing valuable insights into advancing tutoring agents for a variety of tasks.

There are substantial instructional videos on the Internet, which provide us tutorials for completing various tasks. Existing instructional video datasets only focus on specific steps at the video level, lacking experiential guidelines at the task level, which can lead to beginners struggling to learn new tasks due to the lack of relevant experience. Moreover, the specific steps without guidelines are trivial and unsystematic, making it difficult to provide a clear tutorial. To address these problems, we present the GUIDE (Guideline-Guided) dataset, which contains 3.5K videos of 560 instructional tasks in 8 domains related to our daily life. Specifically, we annotate each instructional task with a guideline, representing a common pattern shared by all task-related videos. On this basis, we annotate systematic specific steps, including their associated guideline steps, specific step descriptions and timestamps. Our proposed benchmark consists of three sub-tasks to evaluate comprehension ability of models: (1) Step Captioning: models have to generate captions for specific steps from videos. (2) Guideline Summarization: models have to mine the common pattern in task-related videos and summarize a guideline from them. (3) Guideline-Guided Captioning: models have to generate captions for specific steps under the guide of guideline. We evaluate plenty of foundation models with GUIDE and perform in-depth analysis. Given the diversity and practicality of GUIDE, we believe that it can be used as a better benchmark for instructional video comprehension.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Streaming videos is one of the methods for creators to share their creative works with their audience. In these videos, the streamer share how they achieve their final objective by using various tools in one or several programs for creative projects. To this end, the steps required to achieve the final goal can be discussed. As such, these videos could provide substantial educational content that can be used to learn how to employ the tools used by the streamer. However, one of the drawbacks is that the streamer might not provide enough details for every step. Therefore, for the learners, it might be difficult to catch up with all the steps. In order to alleviate this issue, one solution is to link the streaming videos with the relevant tutorial available for the tools used in the streaming video. More specifically, a system can analyze the content of the live streaming video and recommend the most relevant tutorials. Since the existing document recommendation models cannot handle this situation, in this work, we present a novel dataset and model for the task of tutorial recommendation for live-streamed videos. We conduct extensive analyses on the proposed dataset and models, revealing the challenging nature of this task.

LLM chatbot interfaces allow students to get instant, interactive assistance with homework, but doing so carelessly may not advance educational objectives. In this study, an interactive homework help system based on DeepSeek R1 is developed and first implemented for students enrolled in a large computer science beginning programming course. In addition to an assist button in a well-known code editor, our assistant also has a feedback option in our command-line automatic evaluator. It wraps student work in a personalized prompt that advances our educational objectives without offering answers straight away. We have discovered that our assistant can recognize students' conceptual difficulties and provide ideas, plans, and template code in pedagogically appropriate ways. However, among other mistakes, it occasionally incorrectly labels the correct student code as incorrect or encourages students to use correct-but-lesson-inappropriate approaches, which can lead to long and frustrating journeys for the students. After discussing many development and deployment issues, we provide our conclusions and future actions.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Classifier guidance is a recently introduced method to trade off mode coverage and sample fidelity in conditional diffusion models post training, in the same spirit as low temperature sampling or truncation in other types of generative models. Classifier guidance combines the score estimate of a diffusion model with the gradient of an image classifier and thereby requires training an image classifier separate from the diffusion model. It also raises the question of whether guidance can be performed without a classifier. We show that guidance can be indeed performed by a pure generative model without such a classifier: in what we call classifier-free guidance, we jointly train a conditional and an unconditional diffusion model, and we combine the resulting conditional and unconditional score estimates to attain a trade-off between sample quality and diversity similar to that obtained using classifier guidance.

NLP has recently made exciting progress toward training language models (LMs) with strong scientific problem-solving skills. However, model development has not focused on real-life use-cases of LMs for science, including applications in education that require processing long scientific documents. To address this, we introduce TutorEval and TutorChat. TutorEval is a diverse question-answering benchmark consisting of questions about long chapters from STEM textbooks, written by experts. TutorEval helps measure real-life usability of LMs as scientific assistants, and it is the first benchmark combining long contexts, free-form generation, and multi-disciplinary scientific knowledge. Moreover, we show that fine-tuning base models with existing dialogue datasets leads to poor performance on TutorEval. Therefore, we create TutorChat, a dataset of 80,000 long synthetic dialogues about textbooks. We use TutorChat to fine-tune Llemma models with 7B and 34B parameters. These LM tutors specialized in math have a 32K-token context window, and they excel at TutorEval while performing strongly on GSM8K and MATH. Our datasets build on open-source materials, and we release our models, data, and evaluations.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

Intelligent Tutoring Systems (ITS) enhance personalized learning by predicting student answers to provide immediate and customized instruction. However, recent research has primarily focused on the correctness of the answer rather than the student's performance on specific answer choices, limiting insights into students' thought processes and potential misconceptions. To address this gap, we present MCQStudentBert, an answer forecasting model that leverages the capabilities of Large Language Models (LLMs) to integrate contextual understanding of students' answering history along with the text of the questions and answers. By predicting the specific answer choices students are likely to make, practitioners can easily extend the model to new answer choices or remove answer choices for the same multiple-choice question (MCQ) without retraining the model. In particular, we compare MLP, LSTM, BERT, and Mistral 7B architectures to generate embeddings from students' past interactions, which are then incorporated into a finetuned BERT's answer-forecasting mechanism. We apply our pipeline to a dataset of language learning MCQ, gathered from an ITS with over 10,000 students to explore the predictive accuracy of MCQStudentBert, which incorporates student interaction patterns, in comparison to correct answer prediction and traditional mastery-learning feature-based approaches. This work opens the door to more personalized content, modularization, and granular support.

In many real-world applications, users rely on natural language instructions to guide large language models (LLMs) across a wide range of tasks. These instructions are often complex, diverse, and subject to frequent change. However, LLMs do not always attend to these instructions reliably, and users lack simple mechanisms to emphasize their importance beyond modifying prompt wording or structure. To address this, we present an inference-time method that enables users to emphasize specific parts of their prompt by steering the model's attention toward them, aligning the model's perceived importance of different prompt tokens with user intent. Unlike prior approaches that are limited to static instructions, require significant offline profiling, or rely on fixed biases, we dynamically update the proportion of model attention given to the user-specified parts--ensuring improved instruction following without performance degradation. We demonstrate that our approach improves instruction following across a variety of tasks involving multiple instructions and generalizes across models of varying scales.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

This work presents the details and findings of the first mentorship in speech translation (SpeechT), which took place in December 2024 and January 2025. To fulfil the requirements of the mentorship, the participants engaged in key activities, including data preparation, modelling, and advanced research.

Large Language Models (LLMs), such as ChatGPT, are quickly advancing AI to the frontiers of practical consumer use and leading industries to re-evaluate how they allocate resources for content production. Authoring of open educational resources and hint content within adaptive tutoring systems is labor intensive. Should LLMs like ChatGPT produce educational content on par with human-authored content, the implications would be significant for further scaling of computer tutoring system approaches. In this paper, we conduct the first learning gain evaluation of ChatGPT by comparing the efficacy of its hints with hints authored by human tutors with 77 participants across two algebra topic areas, Elementary Algebra and Intermediate Algebra. We find that 70% of hints produced by ChatGPT passed our manual quality checks and that both human and ChatGPT conditions produced positive learning gains. However, gains were only statistically significant for human tutor created hints. Learning gains from human-created hints were substantially and statistically significantly higher than ChatGPT hints in both topic areas, though ChatGPT participants in the Intermediate Algebra experiment were near ceiling and not even with the control at pre-test. We discuss the limitations of our study and suggest several future directions for the field. Problem and hint content used in the experiment is provided for replicability.

A key component of successfully reading a passage of text is the ability to apply knowledge gained from the passage to a new situation. In order to facilitate progress on this kind of reading, we present ROPES, a challenging benchmark for reading comprehension targeting Reasoning Over Paragraph Effects in Situations. We target expository language describing causes and effects (e.g., "animal pollinators increase efficiency of fertilization in flowers"), as they have clear implications for new situations. A system is presented a background passage containing at least one of these relations, a novel situation that uses this background, and questions that require reasoning about effects of the relationships in the background passage in the context of the situation. We collect background passages from science textbooks and Wikipedia that contain such phenomena, and ask crowd workers to author situations, questions, and answers, resulting in a 14,322 question dataset. We analyze the challenges of this task and evaluate the performance of state-of-the-art reading comprehension models. The best model performs only slightly better than randomly guessing an answer of the correct type, at 61.6% F1, well below the human performance of 89.0%.

Guidance is a crucial technique for extracting the best performance out of image-generating diffusion models. Traditionally, a constant guidance weight has been applied throughout the sampling chain of an image. We show that guidance is clearly harmful toward the beginning of the chain (high noise levels), largely unnecessary toward the end (low noise levels), and only beneficial in the middle. We thus restrict it to a specific range of noise levels, improving both the inference speed and result quality. This limited guidance interval improves the record FID in ImageNet-512 significantly, from 1.81 to 1.40. We show that it is quantitatively and qualitatively beneficial across different sampler parameters, network architectures, and datasets, including the large-scale setting of Stable Diffusion XL. We thus suggest exposing the guidance interval as a hyperparameter in all diffusion models that use guidance.

We present Step-Back Prompting, a simple prompting technique that enables LLMs to do abstractions to derive high-level concepts and first principles from instances containing specific details. Using the concepts and principles to guide the reasoning steps, LLMs significantly improve their abilities in following a correct reasoning path towards the solution. We conduct experiments of Step-Back Prompting with PaLM-2L models and observe substantial performance gains on a wide range of challenging reasoning-intensive tasks including STEM, Knowledge QA, and Multi-Hop Reasoning. For instance, Step-Back Prompting improves PaLM-2L performance on MMLU Physics and Chemistry by 7% and 11%, TimeQA by 27%, and MuSiQue by 7%.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Recent studies show that large language models (LLMs) can be instructed to effectively perform zero-shot passage re-ranking, in which the results of a first stage retrieval method, such as BM25, are rated and reordered to improve relevance. In this work, we improve LLM-based re-ranking by algorithmically selecting few-shot demonstrations to include in the prompt. Our analysis investigates the conditions where demonstrations are most helpful, and shows that adding even one demonstration is significantly beneficial. We propose a novel demonstration selection strategy based on difficulty rather than the commonly used semantic similarity. Furthermore, we find that demonstrations helpful for ranking are also effective at question generation. We hope our work will spur more principled research into question generation and passage ranking.

Visually impaired people are a large group who can only use braille for reading and writing. However, the lack of special educational resources is the bottleneck for educating them. Educational equity is a reflection of the level of social civilization, cultural equality, and individual dignity. Facilitating and improving lifelong learning channels for the visually impaired is of great significance. Their written braille homework or exam papers cannot be understood by sighted teachers, because of the lack of a highly accurate braille translation system, especially in Chinese which has tone marks. braille writers often omit tone marks to save space, leading to confusion when braille with the same consonants and vowels is translated into Chinese. Previous algorithms were insufficient in extracting contextual information, resulting in low accuracy of braille translations into Chinese. This project informatively fine-tuned the mT5 model with an Encoder-decoder architecture for braille to Chinese character conversion. This research created a training set of braille and corresponding Chinese text from the Leipzig Corpora. This project significantly reduced the confusion in braille, achieving 62.4 and 62.3 BLEU scores in the validation and test sets, with a curriculum learning fine-tuning method. By incorporating the braille recognition algorithm, this project is the first publicly available braille translation system and can benefit lots of visually impaired students and families who are preparing for the Chinese College Test and help to propel their college dreams in the future. There is a demo on our homepage\url{https://vision-braille.com/}.

Given the growing importance of AI literacy, we decided to write this tutorial to help narrow the gap between the discourse among those who study language models -- the core technology underlying ChatGPT and similar products -- and those who are intrigued and want to learn more about them. In short, we believe the perspective of researchers and educators can add some clarity to the public's understanding of the technologies beyond what's currently available, which tends to be either extremely technical or promotional material generated about products by their purveyors. Our approach teases apart the concept of a language model from products built on them, from the behaviors attributed to or desired from those products, and from claims about similarity to human cognition. As a starting point, we (1) offer a scientific viewpoint that focuses on questions amenable to study through experimentation; (2) situate language models as they are today in the context of the research that led to their development; and (3) describe the boundaries of what is known about the models at this writing.

Prompting Large Language Models (LLMs), or providing context on the expected model of operation, is an effective way to steer the outputs of such models to satisfy human desiderata after they have been trained. But in rapidly evolving domains, there is often need to fine-tune LLMs to improve either the kind of knowledge in their memory or their abilities to perform open ended reasoning in new domains. When human's learn new concepts, we often do so by linking the new material that we are studying to concepts we have already learned before. To that end, we ask, "can prompting help us teach LLMs how to learn". In this work, we study a novel generalization of instruction tuning, called contextual fine-tuning, to fine-tune LLMs. Our method leverages instructional prompts designed to mimic human cognitive strategies in learning and problem-solving to guide the learning process during training, aiming to improve the model's interpretation and understanding of domain-specific knowledge. We empirically demonstrate that this simple yet effective modification improves the ability of LLMs to be fine-tuned rapidly on new datasets both within the medical and financial domains.

Large language models (LLMs) such as ChatGPT have received immense interest for their general-purpose language understanding and, in particular, their ability to generate high-quality text or computer code. For many professions, LLMs represent an invaluable tool that can speed up and improve the quality of work. In this note, we discuss to what extent they can aid professional mathematicians. We first provide a mathematical description of the transformer model used in all modern language models. Based on recent studies, we then outline best practices and potential issues and report on the mathematical abilities of language models. Finally, we shed light on the potential of LMMs to change how mathematicians work.

Deep neural networks are highly performant, but might base their decision on spurious or background features that co-occur with certain classes, which can hurt generalization. To mitigate this issue, the usage of 'model guidance' has gained popularity recently: for this, models are guided to be "right for the right reasons" by regularizing the models' explanations to highlight the right features. Experimental validation of these approaches has thus far however been limited to relatively simple and / or synthetic datasets. To gain a better understanding of which model-guiding approaches actually transfer to more challenging real-world datasets, in this work we conduct an in-depth evaluation across various loss functions, attribution methods, models, and 'guidance depths' on the PASCAL VOC 2007 and MS COCO 2014 datasets, and show that model guidance can sometimes even improve model performance. In this context, we further propose a novel energy loss, show its effectiveness in directing the model to focus on object features. We also show that these gains can be achieved even with a small fraction (e.g. 1%) of bounding box annotations, highlighting the cost effectiveness of this approach. Lastly, we show that this approach can also improve generalization under distribution shifts. Code will be made available.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

We present Readout Guidance, a method for controlling text-to-image diffusion models with learned signals. Readout Guidance uses readout heads, lightweight networks trained to extract signals from the features of a pre-trained, frozen diffusion model at every timestep. These readouts can encode single-image properties, such as pose, depth, and edges; or higher-order properties that relate multiple images, such as correspondence and appearance similarity. Furthermore, by comparing the readout estimates to a user-defined target, and back-propagating the gradient through the readout head, these estimates can be used to guide the sampling process. Compared to prior methods for conditional generation, Readout Guidance requires significantly fewer added parameters and training samples, and offers a convenient and simple recipe for reproducing different forms of conditional control under a single framework, with a single architecture and sampling procedure. We showcase these benefits in the applications of drag-based manipulation, identity-consistent generation, and spatially aligned control. Project page: https://readout-guidance.github.io.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

In this paper, I introduce the retrieval problem, a simple reasoning task that can be solved only by transformers with a minimum number of layers. The task has an adjustable difficulty that can further increase the required number of layers to any arbitrary value. I demonstrate that large language models can solve the task under different prompting formulations without any fine-tuning. To understand how transformers solve the retrieval problem, I train several transformers on a minimal formulation. I find that successful learning occurs only under the presence of an implicit curriculum. I uncover the learned mechanisms by studying the attention maps in the trained transformers. I also study the training process, uncovering that attention heads always emerge in a specific sequence.

Knowing how to use words appropriately has been a key to improving language proficiency. Previous studies typically discuss how students learn receptively to select the correct candidate from a set of confusing words in the fill-in-the-blank task where specific context is given. In this paper, we go one step further, assisting students to learn to use confusing words appropriately in a productive task: sentence translation. We leverage the GiveMeExample system, which suggests example sentences for each confusing word, to achieve this goal. In this study, students learn to differentiate the confusing words by reading the example sentences, and then choose the appropriate word(s) to complete the sentence translation task. Results show students made substantial progress in terms of sentence structure. In addition, highly proficient students better managed to learn confusing words. In view of the influence of the first language on learners, we further propose an effective approach to improve the quality of the suggested sentences.

In this work, we discuss a recently popular type of recommender system: an LLM-based coding assistant. Connecting the task of providing code recommendations in multiple formats to traditional RecSys challenges, we outline several similarities and differences due to domain specifics. We emphasize the importance of providing relevant context to an LLM for this use case and discuss lessons learned from context enhancements & offline and online evaluation of such AI-assisted coding systems.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

To use Large Language Models (LLMs) in a targeted way for NLP problems in RE, we require both (1) basic knowledge about the inner workings of LLMs and (2) a guideline on how to select and systematically utilize or repurpose LLMs for NLP4RE tasks. This chapter establishes the required knowledge and introduces the fundamentals of LLMs in the first part. In the second part, we present a detailed guideline for students, researchers, and practitioners on using LLMs for their purposes.

This tutorial note summarizes the presentation on ``Large Multimodal Models: Towards Building and Surpassing Multimodal GPT-4'', a part of CVPR 2023 tutorial on ``Recent Advances in Vision Foundation Models''. The tutorial consists of three parts. We first introduce the background on recent GPT-like large models for vision-and-language modeling to motivate the research in instruction-tuned large multimodal models (LMMs). As a pre-requisite, we describe the basics of instruction-tuning in large language models, which is further extended to the multimodal space. Lastly, we illustrate how to build the minimum prototype of multimodal GPT-4 like models with the open-source resource, and review the recently emerged topics.

This paper is an attempt to explain all the matrix calculus you need in order to understand the training of deep neural networks. We assume no math knowledge beyond what you learned in calculus 1, and provide links to help you refresh the necessary math where needed. Note that you do not need to understand this material before you start learning to train and use deep learning in practice; rather, this material is for those who are already familiar with the basics of neural networks, and wish to deepen their understanding of the underlying math. Don't worry if you get stuck at some point along the way---just go back and reread the previous section, and try writing down and working through some examples. And if you're still stuck, we're happy to answer your questions in the Theory category at forums.fast.ai. Note: There is a reference section at the end of the paper summarizing all the key matrix calculus rules and terminology discussed here. See related articles at http://explained.ai

This tutorial explores the advancements and challenges in the development of Large Language Models (LLMs) such as ChatGPT and Gemini. It addresses inherent limitations like temporal knowledge cutoffs, mathematical inaccuracies, and the generation of incorrect information, proposing solutions like Retrieval Augmented Generation (RAG), Program-Aided Language Models (PAL), and frameworks such as ReAct and LangChain. The integration of these techniques enhances LLM performance and reliability, especially in multi-step reasoning and complex task execution. The paper also covers fine-tuning strategies, including instruction fine-tuning, parameter-efficient methods like LoRA, and Reinforcement Learning from Human Feedback (RLHF) as well as Reinforced Self-Training (ReST). Additionally, it provides a comprehensive survey of transformer architectures and training techniques for LLMs. The toolbox for implementing these techniques is publicly available at https://github.com/giorgioroffo/large_language_models_open_suite

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

When experiencing an information need, users want to engage with a domain expert, but often turn to an information retrieval system, such as a search engine, instead. Classical information retrieval systems do not answer information needs directly, but instead provide references to (hopefully authoritative) answers. Successful question answering systems offer a limited corpus created on-demand by human experts, which is neither timely nor scalable. Pre-trained language models, by contrast, are capable of directly generating prose that may be responsive to an information need, but at present they are dilettantes rather than domain experts -- they do not have a true understanding of the world, they are prone to hallucinating, and crucially they are incapable of justifying their utterances by referring to supporting documents in the corpus they were trained over. This paper examines how ideas from classical information retrieval and pre-trained language models can be synthesized and evolved into systems that truly deliver on the promise of domain expert advice.

We introduce Browsing Lost Unformed Recollections, a tip-of-the-tongue known-item search and reasoning benchmark for general AI assistants. BLUR introduces a set of 573 real-world validated questions that demand searching and reasoning across multi-modal and multilingual inputs, as well as proficient tool use, in order to excel on. Humans easily ace these questions (scoring on average 98%), while the best-performing system scores around 56%. To facilitate progress toward addressing this challenging and aspirational use case for general AI assistants, we release 350 questions through a public leaderboard, retain the answers to 250 of them, and have the rest as a private test set.

BabyLM aims to dissolve the boundaries between cognitive modeling and language modeling. We call for both workshop papers and for researchers to join the 3rd BabyLM competition. As in previous years, we call for participants in the data-efficient pretraining challenge in the general track. This year, we also offer a new track: INTERACTION. This new track encourages interactive behavior, learning from a teacher, and adapting the teaching material to the student. We also call for papers outside the competition in any relevant areas. These include training efficiency, cognitively plausible research, weak model evaluation, and more.

Large language model (LLM) prompting is a promising new approach for users to create and customize their own chatbots. However, current methods for steering a chatbot's outputs, such as prompt engineering and fine-tuning, do not support users in converting their natural feedback on the model's outputs to changes in the prompt or model. In this work, we explore how to enable users to interactively refine model outputs through their feedback, by helping them convert their feedback into a set of principles (i.e. a constitution) that dictate the model's behavior. From a formative study, we (1) found that users needed support converting their feedback into principles for the chatbot and (2) classified the different principle types desired by users. Inspired by these findings, we developed ConstitutionMaker, an interactive tool for converting user feedback into principles, to steer LLM-based chatbots. With ConstitutionMaker, users can provide either positive or negative feedback in natural language, select auto-generated feedback, or rewrite the chatbot's response; each mode of feedback automatically generates a principle that is inserted into the chatbot's prompt. In a user study with 14 participants, we compare ConstitutionMaker to an ablated version, where users write their own principles. With ConstitutionMaker, participants felt that their principles could better guide the chatbot, that they could more easily convert their feedback into principles, and that they could write principles more efficiently, with less mental demand. ConstitutionMaker helped users identify ways to improve the chatbot, formulate their intuitive responses to the model into feedback, and convert this feedback into specific and clear principles. Together, these findings inform future tools that support the interactive critiquing of LLM outputs.

Conversational machine reading systems help users answer high-level questions (e.g. determine if they qualify for particular government benefits) when they do not know the exact rules by which the determination is made(e.g. whether they need certain income levels or veteran status). The key challenge is that these rules are only provided in the form of a procedural text (e.g. guidelines from government website) which the system must read to figure out what to ask the user. We present a new conversational machine reading model that jointly extracts a set of decision rules from the procedural text while reasoning about which are entailed by the conversational history and which still need to be edited to create questions for the user. On the recently introduced ShARC conversational machine reading dataset, our Entailment-driven Extract and Edit network (E3) achieves a new state-of-the-art, outperforming existing systems as well as a new BERT-based baseline. In addition, by explicitly highlighting which information still needs to be gathered, E3 provides a more explainable alternative to prior work. We release source code for our models and experiments at https://github.com/vzhong/e3.

One long-term goal of machine learning research is to produce methods that are applicable to reasoning and natural language, in particular building an intelligent dialogue agent. To measure progress towards that goal, we argue for the usefulness of a set of proxy tasks that evaluate reading comprehension via question answering. Our tasks measure understanding in several ways: whether a system is able to answer questions via chaining facts, simple induction, deduction and many more. The tasks are designed to be prerequisites for any system that aims to be capable of conversing with a human. We believe many existing learning systems can currently not solve them, and hence our aim is to classify these tasks into skill sets, so that researchers can identify (and then rectify) the failings of their systems. We also extend and improve the recently introduced Memory Networks model, and show it is able to solve some, but not all, of the tasks.

We consider the task of text generation in language models with constraints specified in natural language. To this end, we first create a challenging benchmark Cognac that provides as input to the model a topic with example text, along with a constraint on text to be avoided. Unlike prior work, our benchmark contains knowledge-intensive constraints sourced from databases like Wordnet and Wikidata, which allows for straightforward evaluation while striking a balance between broad attribute-level and narrow lexical-level controls. We find that even state-of-the-art language models like GPT-3 fail often on this task, and propose a solution to leverage a language model's own internal knowledge to guide generation. Our method, called CognacGen, first queries the language model to generate guidance terms for a specified topic or constraint, and uses the guidance to modify the model's token generation probabilities. We propose three forms of guidance (binary verifier, top-k tokens, textual example), and employ prefix-tuning approaches to distill the guidance to tackle diverse natural language constraints. Through extensive empirical evaluations, we demonstrate that CognacGen can successfully generalize to unseen instructions and outperform competitive baselines in generating constraint conforming text.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

This paper provides an entry point to the problem of interpreting a deep neural network model and explaining its predictions. It is based on a tutorial given at ICASSP 2017. It introduces some recently proposed techniques of interpretation, along with theory, tricks and recommendations, to make most efficient use of these techniques on real data. It also discusses a number of practical applications.

Large language models (LLMs) are becoming increasingly important for machine learning applications. However, it can be challenging to align LLMs with our intent, particularly when we want to generate content that is preferable over others or when we want the LLM to respond in a certain style or tone that is hard to describe. To address this challenge, we propose an approach that uses contrastive examples to better describe our intent. This involves providing positive examples that illustrate the true intent, along with negative examples that show what characteristics we want LLMs to avoid. The negative examples can be retrieved from labeled data, written by a human, or generated by the LLM itself. Before generating an answer, we ask the model to analyze the examples to teach itself what to avoid. This reasoning step provides the model with the appropriate articulation of the user's need and guides it towards generting a better answer. We tested our approach on both synthesized and real-world datasets, including StackExchange and Reddit, and found that it significantly improves performance compared to standard few-shot prompting

We present Multi-expert Prompting, a novel enhancement of ExpertPrompting (Xu et al., 2023), designed to improve the large language model (LLM) generation. Specifically, it guides an LLM to fulfill an input instruction by simulating multiple experts, aggregating their responses, and selecting the best among individual and aggregated responses. This process is performed in a single chain of thoughts through our seven carefully designed subtasks derived from the Nominal Group Technique (Ven and Delbecq, 1974), a well-established decision-making framework. Our evaluations demonstrate that Multi-expert Prompting significantly outperforms ExpertPrompting and comparable baselines in enhancing the truthfulness, factuality, informativeness, and usefulness of responses while reducing toxicity and hurtfulness. It further achieves state-of-the-art truthfulness by outperforming the best baseline by 8.69% with ChatGPT. Multi-expert Prompting is efficient, explainable, and highly adaptable to diverse scenarios, eliminating the need for manual prompt construction.

The present study aims to explore the capabilities of Language Models (LMs) in tackling high-stakes multiple-choice tests, represented here by the Exame Nacional do Ensino M\'edio (ENEM), a multidisciplinary entrance examination widely adopted by Brazilian universities. This exam poses challenging tasks for LMs, since its questions may span into multiple fields of knowledge, requiring understanding of information from diverse domains. For instance, a question may require comprehension of both statistics and biology to be solved. This work analyzed responses generated by GPT-3.5 and GPT-4 models for questions presented in the 2009-2017 exams, as well as for questions of the 2022 exam, which were made public after the training of the models was completed. Furthermore, different prompt strategies were tested, including the use of Chain-of-Thought (CoT) prompts to generate explanations for answers. On the 2022 edition, the best-performing model, GPT-4 with CoT, achieved an accuracy of 87%, largely surpassing GPT-3.5 by 11 points. The code and data used on experiments are available at https://github.com/piresramon/gpt-4-enem.

Large language models (LLMs) are highly capable at a variety of tasks given the right prompt, but writing one is still a difficult and tedious process. In this work, we introduce ConstitutionalExperts, a method for learning a prompt consisting of constitutional principles (i.e. rules), given a training dataset. Unlike prior methods that optimize the prompt as a single entity, our method incrementally improves the prompt by surgically editing individual principles. We also show that we can improve overall performance by learning unique prompts for different semantic regions of the training data and using a mixture-of-experts (MoE) architecture to route inputs at inference time. We compare our method to other state of the art prompt-optimization techniques across six benchmark datasets. We also investigate whether MoE improves these other techniques. Our results suggest that ConstitutionalExperts outperforms other prompt optimization techniques by 10.9% (F1) and that mixture-of-experts improves all techniques, suggesting its broad applicability.

Most work in machine reading focuses on question answering problems where the answer is directly expressed in the text to read. However, many real-world question answering problems require the reading of text not because it contains the literal answer, but because it contains a recipe to derive an answer together with the reader's background knowledge. One example is the task of interpreting regulations to answer "Can I...?" or "Do I have to...?" questions such as "I am working in Canada. Do I have to carry on paying UK National Insurance?" after reading a UK government website about this topic. This task requires both the interpretation of rules and the application of background knowledge. It is further complicated due to the fact that, in practice, most questions are underspecified, and a human assistant will regularly have to ask clarification questions such as "How long have you been working abroad?" when the answer cannot be directly derived from the question and text. In this paper, we formalise this task and develop a crowd-sourcing strategy to collect 32k task instances based on real-world rules and crowd-generated questions and scenarios. We analyse the challenges of this task and assess its difficulty by evaluating the performance of rule-based and machine-learning baselines. We observe promising results when no background knowledge is necessary, and substantial room for improvement whenever background knowledge is needed.

This handbook is a hands-on guide on how to approach text annotation tasks. It provides a gentle introduction to the topic, an overview of theoretical concepts as well as practical advice. The topics covered are mostly technical, but business, ethical and regulatory issues are also touched upon. The focus lies on readability and conciseness rather than completeness and scientific rigor. Experience with annotation and knowledge of machine learning are useful but not required. The document may serve as a primer or reference book for a wide range of professions such as team leaders, project managers, IT architects, software developers and machine learning engineers.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: https://github.com/rosewang2008/bridge.

Large language models (LLMs) hold the promise of solving diverse tasks when provided with appropriate natural language prompts. However, prompting often leads models to make predictions with lower accuracy compared to finetuning a model with ample training data. On the other hand, while finetuning LLMs on task-specific data generally improves their performance, abundant annotated datasets are not available for all tasks. Previous work has explored generating task-specific data from state-of-the-art LLMs and using this data to finetune smaller models, but this approach requires access to a language model other than the one being trained, which introduces cost, scalability challenges, and legal hurdles associated with continuously relying on more powerful LLMs. In response to these, we propose SELF-GUIDE, a multi-stage mechanism in which we synthesize task-specific input-output pairs from the student LLM, then use these input-output pairs to finetune the student LLM itself. In our empirical evaluation of the Natural Instructions V2 benchmark, we find that SELF-GUIDE improves the performance of LLM by a substantial margin. Specifically, we report an absolute improvement of approximately 15% for classification tasks and 18% for generation tasks in the benchmark's metrics. This sheds light on the promise of self-synthesized data guiding LLMs towards becoming task-specific experts without any external learning signals.

When employing the Socratic method of teaching, instructors guide students toward solving a problem on their own rather than providing the solution directly. While this strategy can substantially improve learning outcomes, it is usually time-consuming and cognitively demanding. Automated Socratic conversational agents can augment human instruction and provide the necessary scale, however their development is hampered by the lack of suitable data for training and evaluation. In this paper, we introduce a manually created dataset of multi-turn Socratic advice that is aimed at helping a novice programmer fix buggy solutions to simple computational problems. The dataset is then used for benchmarking the Socratic debugging abilities of a number of language models, ranging from fine-tuning the instruction-based text-to-text transformer Flan-T5 to zero-shot and chain of thought prompting of the much larger GPT-4. The code and datasets are made freely available for research at the link below. https://github.com/taisazero/socratic-debugging-benchmark

Despite the critical need to align search targets with users' intention, retrievers often only prioritize query information without delving into the users' intended search context. Enhancing the capability of retrievers to understand intentions and preferences of users, akin to language model instructions, has the potential to yield more aligned search targets. Prior studies restrict the application of instructions in information retrieval to a task description format, neglecting the broader context of diverse and evolving search scenarios. Furthermore, the prevailing benchmarks utilized for evaluation lack explicit tailoring to assess instruction-following ability, thereby hindering progress in this field. In response to these limitations, we propose a novel benchmark,INSTRUCTIR, specifically designed to evaluate instruction-following ability in information retrieval tasks. Our approach focuses on user-aligned instructions tailored to each query instance, reflecting the diverse characteristics inherent in real-world search scenarios. Through experimental analysis, we observe that retrievers fine-tuned to follow task-style instructions, such as INSTRUCTOR, can underperform compared to their non-instruction-tuned counterparts. This underscores potential overfitting issues inherent in constructing retrievers trained on existing instruction-aware retrieval datasets.

In recent years, advancements in Natural Language Processing (NLP) techniques have revolutionized the field of accessibility and exclusivity of testing, particularly for visually impaired students (VIS). CBT has shown in years back its relevance in terms of administering exams electronically, making the test process easier, providing quicker and more accurate results, and offering greater flexibility and accessibility for candidates. Yet, its relevance was not felt by the visually impaired students as they cannot access printed documents. Hence, in this paper, we present an NLP-driven Computer-Based Test guide for visually impaired students. It employs a speech technology pre-trained methods to provide real-time assistance and support to visually impaired students. The system utilizes NLP technologies to convert the text-based questions and the associated options in a machine-readable format. Subsequently, the speech technology pre-trained model processes the converted text enabling the VIS to comprehend and analyze the content. Furthermore, we validated that this pre-trained model is not perverse by testing for accuracy using sample audio datasets labels (A, B, C, D, E, F, G) to compare with the voice recordings obtained from 20 VIS which is been predicted by the system to attain values for precision, recall, and F1-scores. These metrics are used to assess the performance of the pre-trained model and have indicated that it is proficient enough to give its better performance to the evaluated system. The methodology adopted for this system is Object Oriented Analysis and Design Methodology (OOADM) where Objects are discussed and built by modeling real-world instances.

Instruction-tuned language models (LM) are able to respond to imperative commands, providing a more natural user interface compared to their base counterparts. In this work, we present Promptriever, the first retrieval model able to be prompted like an LM. To train Promptriever, we curate and release a new instance-level instruction training set from MS MARCO, spanning nearly 500k instances. Promptriever not only achieves strong performance on standard retrieval tasks, but also follows instructions. We observe: (1) large gains (reaching SoTA) on following detailed relevance instructions (+14.3 p-MRR / +3.1 nDCG on FollowIR), (2) significantly increased robustness to lexical choices/phrasing in the query+instruction (+12.9 Robustness@10 on InstructIR), and (3) the ability to perform hyperparameter search via prompting to reliably improve retrieval performance (+1.4 average increase on BEIR). Promptriever demonstrates that retrieval models can be controlled with prompts on a per-query basis, setting the stage for future work aligning LM prompting techniques with information retrieval.

Artificial intelligence (AI) has a profound impact on traditional education. In recent years, large language models (LLMs) have been increasingly used in various applications such as natural language processing, computer vision, speech recognition, and autonomous driving. LLMs have also been applied in many fields, including recommendation, finance, government, education, legal affairs, and finance. As powerful auxiliary tools, LLMs incorporate various technologies such as deep learning, pre-training, fine-tuning, and reinforcement learning. The use of LLMs for smart education (LLMEdu) has been a significant strategic direction for countries worldwide. While LLMs have shown great promise in improving teaching quality, changing education models, and modifying teacher roles, the technologies are still facing several challenges. In this paper, we conduct a systematic review of LLMEdu, focusing on current technologies, challenges, and future developments. We first summarize the current state of LLMEdu and then introduce the characteristics of LLMs and education, as well as the benefits of integrating LLMs into education. We also review the process of integrating LLMs into the education industry, as well as the introduction of related technologies. Finally, we discuss the challenges and problems faced by LLMEdu, as well as prospects for future optimization of LLMEdu.

Large Language Models (LLMs) have exhibited exceptional performance across a broad range of tasks and domains. However, they still encounter difficulties in solving mathematical problems due to the rigorous and logical nature of mathematics. Previous studies have employed techniques such as supervised fine-tuning (SFT), prompt engineering, and search-based methods to improve the mathematical problem-solving abilities of LLMs. Despite these efforts, their performance remains suboptimal and demands substantial computational resources. To address this issue, we propose a novel approach, BEATS, to enhance mathematical problem-solving abilities. Our method leverages newly designed prompts that guide the model to iteratively rewrite, advance by one step, and generate answers based on previous steps. Additionally, we introduce a new back-verification technique that uses LLMs to validate the correctness of the generated answers. Furthermore, we employ a pruning tree search to optimize search time while achieving strong performance. Notably, our method improves Qwen2-7b-Instruct's score from 36.94 to 61.52, outperforming GPT4's 42.5 on the MATH benchmark.

With the rapid advancement of mathematical reasoning capabilities in Large Language Models (LLMs), AI systems are increasingly being adopted in educational settings to support students' comprehension of problem-solving processes. However, a critical component remains underexplored in current LLM-generated explanations: visual explanation. In real-world instructional contexts, human tutors routinely employ visual aids - such as diagrams, markings, and highlights - to enhance conceptual clarity. To bridge this gap, we introduce a novel task of visual solution explanation, which requires generating explanations that incorporate newly introduced visual elements essential for understanding (e.g., auxiliary lines, annotations, or geometric constructions). To evaluate model performance on this task, we propose MathExplain, a multimodal benchmark consisting of 997 math problems annotated with visual keypoints and corresponding explanatory text that references those elements. Our empirical results show that while some closed-source models demonstrate promising capabilities on visual solution-explaining, current open-source general-purpose models perform inconsistently, particularly in identifying relevant visual components and producing coherent keypoint-based explanations. We expect that visual solution-explaining and the MathExplain dataset will catalyze further research on multimodal LLMs in education and advance their deployment as effective, explanation-oriented AI tutors. Code and data will be released publicly.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.

Guidance in conditional diffusion generation is of great importance for sample quality and controllability. However, existing guidance schemes are to be desired. On one hand, mainstream methods such as classifier guidance and classifier-free guidance both require extra training with labeled data, which is time-consuming and unable to adapt to new conditions. On the other hand, training-free methods such as universal guidance, though more flexible, have yet to demonstrate comparable performance. In this work, through a comprehensive investigation into the design space, we show that it is possible to achieve significant performance improvements over existing guidance schemes by leveraging off-the-shelf classifiers in a training-free fashion, enjoying the best of both worlds. Employing calibration as a general guideline, we propose several pre-conditioning techniques to better exploit pretrained off-the-shelf classifiers for guiding diffusion generation. Extensive experiments on ImageNet validate our proposed method, showing that state-of-the-art diffusion models (DDPM, EDM, DiT) can be further improved (up to 20%) using off-the-shelf classifiers with barely any extra computational cost. With the proliferation of publicly available pretrained classifiers, our proposed approach has great potential and can be readily scaled up to text-to-image generation tasks. The code is available at https://github.com/AlexMaOLS/EluCD/tree/main.

Machine Reading Comprehension (MRC) has become one of the essential tasks in Natural Language Understanding (NLU) as it is often included in several NLU benchmarks (Liang et al., 2020; Wilie et al., 2020). However, most MRC datasets only have answerable question type, overlooking the importance of unanswerable questions. MRC models trained only on answerable questions will select the span that is most likely to be the answer, even when the answer does not actually exist in the given passage (Rajpurkar et al., 2018). This problem especially remains in medium- to low-resource languages like Indonesian. Existing Indonesian MRC datasets (Purwarianti et al., 2007; Clark et al., 2020) are still inadequate because of the small size and limited question types, i.e., they only cover answerable questions. To fill this gap, we build a new Indonesian MRC dataset called I(n)don'tKnow- MRC (IDK-MRC) by combining the automatic and manual unanswerable question generation to minimize the cost of manual dataset construction while maintaining the dataset quality. Combined with the existing answerable questions, IDK-MRC consists of more than 10K questions in total. Our analysis shows that our dataset significantly improves the performance of Indonesian MRC models, showing a large improvement for unanswerable questions.

The African continent lacks enough qualified teachers which hampers the provision of adequate learning support. An AI could potentially augment the efforts of the limited number of teachers, leading to better learning outcomes. Towards that end, this work describes and evaluates the first key output for the NSMQ AI Grand Challenge, which proposes a robust, real-world benchmark for such an AI: "Build an AI to compete live in Ghana's National Science and Maths Quiz (NSMQ) competition and win - performing better than the best contestants in all rounds and stages of the competition". The NSMQ is an annual live science and mathematics competition for senior secondary school students in Ghana in which 3 teams of 2 students compete by answering questions across biology, chemistry, physics, and math in 5 rounds over 5 progressive stages until a winning team is crowned for that year. In this work, we built Brilla AI, an AI contestant that we deployed to unofficially compete remotely and live in the Riddles round of the 2023 NSMQ Grand Finale, the first of its kind in the 30-year history of the competition. Brilla AI is currently available as a web app that livestreams the Riddles round of the contest, and runs 4 machine learning systems: (1) speech to text (2) question extraction (3) question answering and (4) text to speech that work together in real-time to quickly and accurately provide an answer, and then say it with a Ghanaian accent. In its debut, our AI answered one of the 4 riddles ahead of the 3 human contesting teams, unofficially placing second (tied). Improvements and extensions of this AI could potentially be deployed to offer science tutoring to students and eventually enable millions across Africa to have one-on-one learning interactions, democratizing science education.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

In this report, we present a series of math-specific large language models: Qwen2.5-Math and Qwen2.5-Math-Instruct-1.5B/7B/72B. The core innovation of the Qwen2.5 series lies in integrating the philosophy of self-improvement throughout the entire pipeline, from pre-training and post-training to inference: (1) During the pre-training phase, Qwen2-Math-Instruct is utilized to generate large-scale, high-quality mathematical data. (2) In the post-training phase, we develop a reward model (RM) by conducting massive sampling from Qwen2-Math-Instruct. This RM is then applied to the iterative evolution of data in supervised fine-tuning (SFT). With a stronger SFT model, it's possible to iteratively train and update the RM, which in turn guides the next round of SFT data iteration. On the final SFT model, we employ the ultimate RM for reinforcement learning, resulting in the Qwen2.5-Math-Instruct. (3) Furthermore, during the inference stage, the RM is used to guide sampling, optimizing the model's performance. Qwen2.5-Math-Instruct supports both Chinese and English, and possess advanced mathematical reasoning capabilities, including Chain-of-Thought (CoT) and Tool-Integrated Reasoning (TIR). We evaluate our models on 10 mathematics datasets in both English and Chinese, such as GSM8K, MATH, GaoKao, AMC23, and AIME24, covering a range of difficulties from grade school level to math competition problems.

Classifier guidance -- using the gradients of an image classifier to steer the generations of a diffusion model -- has the potential to dramatically expand the creative control over image generation and editing. However, currently classifier guidance requires either training new noise-aware models to obtain accurate gradients or using a one-step denoising approximation of the final generation, which leads to misaligned gradients and sub-optimal control. We highlight this approximation's shortcomings and propose a novel guidance method: Direct Optimization of Diffusion Latents (DOODL), which enables plug-and-play guidance by optimizing diffusion latents w.r.t. the gradients of a pre-trained classifier on the true generated pixels, using an invertible diffusion process to achieve memory-efficient backpropagation. Showcasing the potential of more precise guidance, DOODL outperforms one-step classifier guidance on computational and human evaluation metrics across different forms of guidance: using CLIP guidance to improve generations of complex prompts from DrawBench, using fine-grained visual classifiers to expand the vocabulary of Stable Diffusion, enabling image-conditioned generation with a CLIP visual encoder, and improving image aesthetics using an aesthetic scoring network. Code at https://github.com/salesforce/DOODL.

This study explores the proactive ability of LLMs to seek user support. We propose metrics to evaluate the trade-off between performance improvements and user burden, and investigate whether LLMs can determine when to request help under varying information availability. Our experiments show that without external feedback, many LLMs struggle to recognize their need for user support. The findings highlight the importance of external signals and provide insights for future research on improving support-seeking strategies. Source code: https://github.com/appier-research/i-need-help

Large-scale generative models are capable of producing high-quality images from detailed text descriptions. However, many aspects of an image are difficult or impossible to convey through text. We introduce self-guidance, a method that provides greater control over generated images by guiding the internal representations of diffusion models. We demonstrate that properties such as the shape, location, and appearance of objects can be extracted from these representations and used to steer sampling. Self-guidance works similarly to classifier guidance, but uses signals present in the pretrained model itself, requiring no additional models or training. We show how a simple set of properties can be composed to perform challenging image manipulations, such as modifying the position or size of objects, merging the appearance of objects in one image with the layout of another, composing objects from many images into one, and more. We also show that self-guidance can be used to edit real images. For results and an interactive demo, see our project page at https://dave.ml/selfguidance/

Large language models (LLMs) such as ChatGPT and GPT-4 have made significant progress in NLP. However, their ability to memorize, represent, and leverage commonsense knowledge has been a well-known pain point for LLMs. It remains unclear that: (1) Can GPTs effectively answer commonsense questions? (2) Are GPTs knowledgeable in commonsense? (3) Are GPTs aware of the underlying commonsense knowledge for answering a specific question? (4) Can GPTs effectively leverage commonsense for answering questions? To evaluate the above commonsense problems, we conduct a series of experiments to evaluate ChatGPT's commonsense abilities, and the experimental results show that: (1) GPTs can achieve good QA accuracy in commonsense tasks, while they still struggle with certain types of knowledge. (2) ChatGPT is knowledgeable, and can accurately generate most of the commonsense knowledge using knowledge prompts. (3) Despite its knowledge, ChatGPT is an inexperienced commonsense problem solver, which cannot precisely identify the needed commonsense knowledge for answering a specific question, i.e., ChatGPT does not precisely know what commonsense knowledge is required to answer a question. The above findings raise the need to investigate better mechanisms for utilizing commonsense knowledge in LLMs, such as instruction following, better commonsense guidance, etc.

In the last few decades, companies are interested to adopt an online automated recruitment process in an international recruitment environment. The problem is that the recruitment of employees through the manual procedure is a time and money consuming process. As a result, processing a significant number of applications through conventional methods can lead to the recruitment of clumsy individuals. Different JD/Resume matching model architectures have been proposed and reveal a high accuracy level in selecting relevant candidatesfor the required job positions. However, the development of an automatic recruitment system is still one of the main challenges. The reason is that the development of a fully automated recruitment system is a difficult task and poses different challenges. For example, providing a detailed matching explanation for the targeted stakeholders is needed to ensure a transparent recommendation. There are several knowledge bases that represent skills and competencies (e.g, ESCO, O*NET) that are used to identify the candidate and the required job skills for a matching purpose. Besides, modernpre-trained language models are fine-tuned for this context such as identifying lines where a specific feature was introduced. Typically, pre-trained language models use transfer-based machine learning models to be fine-tuned for a specific field. In this proposal, our aim is to explore how modern language models (based on transformers) can be combined with knowledge bases and ontologies to enhance the JD/Resume matching process. Our system aims at using knowledge bases and features to support the explainability of the JD/Resume matching. Finally, given that multiple software components, datasets, ontology, andmachine learning models will be explored, we aim at proposing a fair, ex-plainable, and traceable architecture for a Resume/JD matching purpose.

We introduce the concept and a default implementation of Guided Reasoning. A multi-agent system is a Guided Reasoning system iff one agent (the guide) primarily interacts with other agents in order to improve reasoning quality. We describe Logikon's default implementation of Guided Reasoning in non-technical terms. This is a living document we'll gradually enrich with more detailed information and examples. Code: https://github.com/logikon-ai/logikon

Recent advances in large language models (LLMs), such as OpenAI-o1 and DeepSeek-R1, have demonstrated the effectiveness of test-time scaling, where extended reasoning processes substantially enhance model performance. Despite this, current models are constrained by limitations in handling long texts and reinforcement learning (RL) training efficiency. To address these issues, we propose a simple yet effective test-time scaling approach Multi-round Thinking. This method iteratively refines model reasoning by leveraging previous answers as prompts for subsequent rounds. Extensive experiments across multiple models, including QwQ-32B and DeepSeek-R1, consistently show performance improvements on various benchmarks such as AIME 2024, MATH-500, GPQA-diamond, and LiveCodeBench. For instance, the accuracy of QwQ-32B improved from 80.3% (Round 1) to 82.1% (Round 2) on the AIME 2024 dataset, while DeepSeek-R1 showed a similar increase from 79.7% to 82.0%. These results confirm that Multi-round Thinking is a broadly applicable, straightforward approach to achieving stable enhancements in model performance, underscoring its potential for future developments in test-time scaling techniques. The key prompt: {Original question prompt} The assistant's previous answer is: <answer> {last round answer} </answer>, and please re-answer.

In the field of machine learning, the well-trained model is assumed to be able to recover the training labels, i.e. the synthetic labels predicted by the model should be as close to the ground-truth labels as possible. Inspired by this, we propose a self-guided curriculum strategy to encourage the learning of neural machine translation (NMT) models to follow the above recovery criterion, where we cast the recovery degree of each training example as its learning difficulty. Specifically, we adopt the sentence level BLEU score as the proxy of recovery degree. Different from existing curricula relying on linguistic prior knowledge or third-party language models, our chosen learning difficulty is more suitable to measure the degree of knowledge mastery of the NMT models. Experiments on translation benchmarks, including WMT14 EnglishRightarrowGerman and WMT17 ChineseRightarrowEnglish, demonstrate that our approach can consistently improve translation performance against strong baseline Transformer.

Many intellectual endeavors require mathematical problem solving, but this skill remains beyond the capabilities of computers. To measure this ability in machine learning models, we introduce MATH, a new dataset of 12,500 challenging competition mathematics problems. Each problem in MATH has a full step-by-step solution which can be used to teach models to generate answer derivations and explanations. To facilitate future research and increase accuracy on MATH, we also contribute a large auxiliary pretraining dataset which helps teach models the fundamentals of mathematics. Even though we are able to increase accuracy on MATH, our results show that accuracy remains relatively low, even with enormous Transformer models. Moreover, we find that simply increasing budgets and model parameter counts will be impractical for achieving strong mathematical reasoning if scaling trends continue. While scaling Transformers is automatically solving most other text-based tasks, scaling is not currently solving MATH. To have more traction on mathematical problem solving we will likely need new algorithmic advancements from the broader research community.

This is the fifth year of the TREC Deep Learning track. As in previous years, we leverage the MS MARCO datasets that made hundreds of thousands of human-annotated training labels available for both passage and document ranking tasks. We mostly repeated last year's design, to get another matching test set, based on the larger, cleaner, less-biased v2 passage and document set, with passage ranking as primary and document ranking as a secondary task (using labels inferred from passage). As we did last year, we sample from MS MARCO queries that were completely held out, unused in corpus construction, unlike the test queries in the first three years. This approach yields a more difficult test with more headroom for improvement. Alongside the usual MS MARCO (human) queries from MS MARCO, this year we generated synthetic queries using a fine-tuned T5 model and using a GPT-4 prompt. The new headline result this year is that runs using Large Language Model (LLM) prompting in some way outperformed runs that use the "nnlm" approach, which was the best approach in the previous four years. Since this is the last year of the track, future iterations of prompt-based ranking can happen in other tracks. Human relevance assessments were applied to all query types, not just human MS MARCO queries. Evaluation using synthetic queries gave similar results to human queries, with system ordering agreement of τ=0.8487. However, human effort was needed to select a subset of the synthetic queries that were usable. We did not see clear evidence of bias, where runs using GPT-4 were favored when evaluated using synthetic GPT-4 queries, or where runs using T5 were favored when evaluated on synthetic T5 queries.

We demonstrate that architectures which traditionally are considered to be ill-suited for a task can be trained using inductive biases from another architecture. Networks are considered untrainable when they overfit, underfit, or converge to poor results even when tuning their hyperparameters. For example, plain fully connected networks overfit on object recognition while deep convolutional networks without residual connections underfit. The traditional answer is to change the architecture to impose some inductive bias, although what that bias is remains unknown. We introduce guidance, where a guide network guides a target network using a neural distance function. The target is optimized to perform well and to match its internal representations, layer-by-layer, to those of the guide; the guide is unchanged. If the guide is trained, this transfers over part of the architectural prior and knowledge of the guide to the target. If the guide is untrained, this transfers over only part of the architectural prior of the guide. In this manner, we can investigate what kinds of priors different architectures place on untrainable networks such as fully connected networks. We demonstrate that this method overcomes the immediate overfitting of fully connected networks on vision tasks, makes plain CNNs competitive to ResNets, closes much of the gap between plain vanilla RNNs and Transformers, and can even help Transformers learn tasks which RNNs can perform more easily. We also discover evidence that better initializations of fully connected networks likely exist to avoid overfitting. Our method provides a mathematical tool to investigate priors and architectures, and in the long term, may demystify the dark art of architecture creation, even perhaps turning architectures into a continuous optimizable parameter of the network.

Intelligent tutoring systems optimize the selection and timing of learning materials to enhance understanding and long-term retention. This requires estimates of both the learner's progress (''knowledge tracing''; KT), and the prerequisite structure of the learning domain (''knowledge mapping''). While recent deep learning models achieve high KT accuracy, they do so at the expense of the interpretability of psychologically-inspired models. In this work, we present a solution to this trade-off. PSI-KT is a hierarchical generative approach that explicitly models how both individual cognitive traits and the prerequisite structure of knowledge influence learning dynamics, thus achieving interpretability by design. Moreover, by using scalable Bayesian inference, PSI-KT targets the real-world need for efficient personalization even with a growing body of learners and learning histories. Evaluated on three datasets from online learning platforms, PSI-KT achieves superior multi-step predictive accuracy and scalable inference in continual-learning settings, all while providing interpretable representations of learner-specific traits and the prerequisite structure of knowledge that causally supports learning. In sum, predictive, scalable and interpretable knowledge tracing with solid knowledge mapping lays a key foundation for effective personalized learning to make education accessible to a broad, global audience.

We present the Chinese Elementary School Math Word Problems (CMATH) dataset, comprising 1.7k elementary school-level math word problems with detailed annotations, source from actual Chinese workbooks and exams. This dataset aims to provide a benchmark tool for assessing the following question: to what grade level of elementary school math do the abilities of popular large language models (LLMs) correspond? We evaluate a variety of popular LLMs, including both commercial and open-source options, and discover that only GPT-4 achieves success (accuracy geq 60\%) across all six elementary school grades, while other models falter at different grade levels. Furthermore, we assess the robustness of several top-performing LLMs by augmenting the original problems in the CMATH dataset with distracting information. Our findings reveal that GPT-4 is able to maintains robustness, while other model fail. We anticipate that our study will expose limitations in LLMs' arithmetic and reasoning capabilities, and promote their ongoing development and advancement.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

We continue the investigation into the power of smaller Transformer-based language models as initiated by TinyStories -- a 10 million parameter model that can produce coherent English -- and the follow-up work on phi-1, a 1.3 billion parameter model with Python coding performance close to the state-of-the-art. The latter work proposed to use existing Large Language Models (LLMs) to generate ``textbook quality" data as a way to enhance the learning process compared to traditional web data. We follow the ``Textbooks Are All You Need" approach, focusing this time on common sense reasoning in natural language, and create a new 1.3 billion parameter model named phi-1.5, with performance on natural language tasks comparable to models 5x larger, and surpassing most non-frontier LLMs on more complex reasoning tasks such as grade-school mathematics and basic coding. More generally, phi-1.5 exhibits many of the traits of much larger LLMs, both good -- such as the ability to ``think step by step" or perform some rudimentary in-context learning -- and bad, including hallucinations and the potential for toxic and biased generations -- encouragingly though, we are seeing improvement on that front thanks to the absence of web data. We open-source phi-1.5 to promote further research on these urgent topics.

As LLMs gain more popularity as chatbots and general assistants, methods have been developed to enable LLMs to follow instructions and align with human preferences. These methods have found success in the field, but their effectiveness has not been demonstrated outside of high-resource languages. In this work, we discuss our experiences in post-training an LLM for instruction-following for English and Finnish. We use a multilingual LLM to translate instruction and preference datasets from English to Finnish. We perform instruction tuning and preference optimization in English and Finnish and evaluate the instruction-following capabilities of the model in both languages. Our results show that with a few hundred Finnish instruction samples we can obtain competitive performance in Finnish instruction-following. We also found that although preference optimization in English offers some cross-lingual benefits, we obtain our best results by using preference data from both languages. We release our model, datasets, and recipes under open licenses at https://huggingface.co/LumiOpen/Poro-34B-chat-OpenAssistant

Instruction-following is a fundamental capability of language models, requiring the model to recognize even the most subtle requirements in the instructions and accurately reflect them in its output. Such an ability is well-suited for and often optimized by preference learning. However, existing methods often directly sample multiple independent responses from the model when creating preference pairs. Such practice can introduce content variations irrelevant to whether the instruction is precisely followed (e.g., different expressions about the same semantic), interfering with the goal of teaching models to recognize the key differences that lead to improved instruction following. In light of this, we introduce SPaR, a self-play framework integrating tree-search self-refinement to yield valid and comparable preference pairs free from distractions. By playing against itself, an LLM employs a tree-search strategy to refine its previous responses with respect to the instruction while minimizing unnecessary variations. Our experiments show that a LLaMA3-8B model, trained over three iterations guided by SPaR, surpasses GPT-4-Turbo on the IFEval benchmark without losing general capabilities. Furthermore, SPaR demonstrates promising scalability and transferability, greatly enhancing models like GLM-4-9B and LLaMA3-70B. We also identify how inference scaling in tree search would impact model performance. Our code and data are publicly available at https://github.com/thu-coai/SPaR.

We introduce Sabi\'a-2, a family of large language models trained on Portuguese texts. The models are evaluated on a diverse range of exams, including entry-level tests for Brazilian universities, professional certification exams, and graduate-level exams for various disciplines such as accounting, economics, engineering, law and medicine. Our results reveal that our best model so far, Sabi\'a-2 Medium, matches or surpasses GPT-4's performance in 23 out of 64 exams and outperforms GPT-3.5 in 58 out of 64 exams. Notably, specialization has a significant impact on a model's performance without the need to increase its size, allowing us to offer Sabi\'a-2 Medium at a price per token that is 10 times cheaper than GPT-4. Finally, we identified that math and coding are key abilities that need improvement.

Recent large language models (LLMs) have shown indications of mathematical reasoning ability. However it has not been clear how they would fare on more challenging competition-level problems. And while self-generated verbalizations of intermediate reasoning steps (i.e., chain-of-thought prompting) have been shown to be helpful, whether LLMs can make use of helpful side information such as problem-specific hints has not been investigated before. In this paper, we propose a challenging benchmark dataset for enabling such analyses. The Concept and Hint-Annotated Math Problems (CHAMP) consists of high school math competition problems, annotated with concepts, or general math facts, and hints, or problem-specific tricks. These annotations allow us to explore the effects of additional information, such as relevant hints, misleading concepts, or related problems. This benchmark is difficult, with the best model only scoring 58.1% in standard settings. With concepts and hints, performance sometimes improves, indicating that some models can make use of such side information. We further annotate model-generated solutions for their correctness. Using this corpus, we find that models often arrive at the correct final answer through wrong reasoning steps. In addition, we test whether models are able to verify these solutions, and find that most models struggle. The dataset and code are available on the project website.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Large language models (LLMs) adapted to follow user instructions are now widely deployed as conversational agents. In this work, we examine one increasingly common instruction-following task: providing writing assistance to compose a long-form answer. To evaluate the capabilities of current LLMs on this task, we construct KIWI, a dataset of knowledge-intensive writing instructions in the scientific domain. Given a research question, an initial model-generated answer and a set of relevant papers, an expert annotator iteratively issues instructions for the model to revise and improve its answer. We collect 1,260 interaction turns from 234 interaction sessions with three state-of-the-art LLMs. Each turn includes a user instruction, a model response, and a human evaluation of the model response. Through a detailed analysis of the collected responses, we find that all models struggle to incorporate new information into an existing answer, and to perform precise and unambiguous edits. Further, we find that models struggle to judge whether their outputs successfully followed user instructions, with accuracy at least 10 points short of human agreement. Our findings indicate that KIWI will be a valuable resource to measure progress and improve LLMs' instruction-following capabilities for knowledge intensive writing tasks.

A significant body of recent research in the field of Learning Analytics has focused on leveraging machine learning approaches for predicting at-risk students in order to initiate timely interventions and thereby elevate retention and completion rates. The overarching feature of the majority of these research studies has been on the science of prediction only. The component of predictive analytics concerned with interpreting the internals of the models and explaining their predictions for individual cases to stakeholders has largely been neglected. Additionally, works that attempt to employ data-driven prescriptive analytics to automatically generate evidence-based remedial advice for at-risk learners are in their infancy. eXplainable AI is a field that has recently emerged providing cutting-edge tools which support transparent predictive analytics and techniques for generating tailored advice for at-risk students. This study proposes a novel framework that unifies both transparent machine learning as well as techniques for enabling prescriptive analytics, while integrating the latest advances in large language models. This work practically demonstrates the proposed framework using predictive models for identifying at-risk learners of programme non-completion. The study then further demonstrates how predictive modelling can be augmented with prescriptive analytics on two case studies in order to generate human-readable prescriptive feedback for those who are at risk using ChatGPT.

Generative AI and large language models hold great promise in enhancing programming education by automatically generating individualized feedback for students. We investigate the role of generative AI models in providing human tutor-style programming hints to help students resolve errors in their buggy programs. Recent works have benchmarked state-of-the-art models for various feedback generation scenarios; however, their overall quality is still inferior to human tutors and not yet ready for real-world deployment. In this paper, we seek to push the limits of generative AI models toward providing high-quality programming hints and develop a novel technique, GPT4Hints-GPT3.5Val. As a first step, our technique leverages GPT-4 as a ``tutor'' model to generate hints -- it boosts the generative quality by using symbolic information of failing test cases and fixes in prompts. As a next step, our technique leverages GPT-3.5, a weaker model, as a ``student'' model to further validate the hint quality -- it performs an automatic quality validation by simulating the potential utility of providing this feedback. We show the efficacy of our technique via extensive evaluation using three real-world datasets of Python programs covering a variety of concepts ranging from basic algorithms to regular expressions and data analysis using pandas library.

The recent trend in the Large Vision and Language model has brought a new change in how information extraction systems are built. VLMs have set a new benchmark with their State-of-the-art techniques in understanding documents and building question-answering systems across various industries. They are significantly better at generating text from document images and providing accurate answers to questions. However, there are still some challenges in effectively utilizing these models to build a precise conversational system. General prompting techniques used with large language models are often not suitable for these specially designed vision language models. The output generated by such generic input prompts is ordinary and may contain information gaps when compared with the actual content of the document. To obtain more accurate and specific answers, a well-targeted prompt is required by the vision language model, along with the document image. In this paper, a technique is discussed called Target prompting, which focuses on explicitly targeting parts of document images and generating related answers from those specific regions only. The paper also covers the evaluation of response for each prompting technique using different user queries and input prompts.

Task semantics can be expressed by a set of input-to-output examples or a piece of textual instruction. Conventional machine learning approaches for natural language processing (NLP) mainly rely on the availability of large-scale sets of task-specific examples. Two issues arise: first, collecting task-specific labeled examples does not apply to scenarios where tasks may be too complicated or costly to annotate, or the system is required to handle a new task immediately; second, this is not user-friendly since end-users are probably more willing to provide task description rather than a set of examples before using the system. Therefore, the community is paying increasing interest in a new supervision-seeking paradigm for NLP: learning from task instructions. Despite its impressive progress, there are some common issues that the community struggles with. This survey paper tries to summarize and provide insights into the current research on instruction learning, particularly by answering the following questions: (i) What is task instruction, and what instruction types exist? (ii) How to model instructions? (iii) What factors influence and explain the instructions' performance? (iv) What challenges remain in instruction learning? To our knowledge, this is the first comprehensive survey about textual instructions.

Concept guidance has emerged as a cheap and simple way to control the behavior of language models by probing their hidden representations for concept vectors and using them to perturb activations at inference time. While the focus of previous work has largely been on truthfulness, in this paper we extend this framework to a richer set of concepts such as appropriateness, humor, creativity and quality, and explore to what degree current detection and guidance strategies work in these challenging settings. To facilitate evaluation, we develop a novel metric for concept guidance that takes into account both the success of concept elicitation as well as the potential degradation in fluency of the guided model. Our extensive experiments reveal that while some concepts such as truthfulness more easily allow for guidance with current techniques, novel concepts such as appropriateness or humor either remain difficult to elicit, need extensive tuning to work, or even experience confusion. Moreover, we find that probes with optimal detection accuracies do not necessarily make for the optimal guides, contradicting previous observations for truthfulness. Our work warrants a deeper investigation into the interplay between detectability, guidability, and the nature of the concept, and we hope that our rich experimental test-bed for guidance research inspires stronger follow-up approaches.

This paper assesses the potential for large language models (LLMs) to serve as assistive tools in the creative writing process, by means of a single, in-depth case study. In the course of the study, we develop interactive and multi-voice prompting strategies that interleave background descriptions (scene setting, plot elements), instructions that guide composition, samples of text in the target style, and critical discussion of the given samples. We qualitatively evaluate the results from a literary critical perspective, as well as from the standpoint of computational creativity (a sub-field of artificial intelligence). Our findings lend support to the view that the sophistication of the results that can be achieved with an LLM mirrors the sophistication of the prompting.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

As the integration of large language models into daily life is on the rise, there is a clear gap in benchmarks for advising on subjective and personal dilemmas. To address this, we introduce AdvisorQA, the first benchmark developed to assess LLMs' capability in offering advice for deeply personalized concerns, utilizing the LifeProTips subreddit forum. This forum features a dynamic interaction where users post advice-seeking questions, receiving an average of 8.9 advice per query, with 164.2 upvotes from hundreds of users, embodying a collective intelligence framework. Therefore, we've completed a benchmark encompassing daily life questions, diverse corresponding responses, and majority vote ranking to train our helpfulness metric. Baseline experiments validate the efficacy of AdvisorQA through our helpfulness metric, GPT-4, and human evaluation, analyzing phenomena beyond the trade-off between helpfulness and harmlessness. AdvisorQA marks a significant leap in enhancing QA systems for providing personalized, empathetic advice, showcasing LLMs' improved understanding of human subjectivity.

The recent release of very large language models such as PaLM and GPT-4 has made an unprecedented impact in the popular media and public consciousness, giving rise to a mixture of excitement and fear as to their capabilities and potential uses, and shining a light on natural language processing research which had not previously received so much attention. The developments offer great promise for education technology, and in this paper we look specifically at the potential for incorporating large language models in AI-driven language teaching and assessment systems. We consider several research areas and also discuss the risks and ethical considerations surrounding generative AI in education technology for language learners. Overall we find that larger language models offer improvements over previous models in text generation, opening up routes toward content generation which had not previously been plausible. For text generation they must be prompted carefully and their outputs may need to be reshaped before they are ready for use. For automated grading and grammatical error correction, tasks whose progress is checked on well-known benchmarks, early investigations indicate that large language models on their own do not improve on state-of-the-art results according to standard evaluation metrics. For grading it appears that linguistic features established in the literature should still be used for best performance, and for error correction it may be that the models can offer alternative feedback styles which are not measured sensitively with existing methods. In all cases, there is work to be done to experiment with the inclusion of large language models in education technology for language learners, in order to properly understand and report on their capacities and limitations, and to ensure that foreseeable risks such as misinformation and harmful bias are mitigated.

Language models have steadily increased in size over the past few years. They achieve a high level of performance on various natural language processing (NLP) tasks such as question answering and summarization. Large language models (LLMs) have been used for generation and can now output human-like text. Due to this, there are other downstream tasks in the realm of dialog that can now harness the LLMs' language understanding capabilities. Dialog evaluation is one task that this paper will explore. It concentrates on prompting with LLMs: BLOOM, OPT, GPT-3, Flan-T5, InstructDial and TNLGv2. The paper shows that the choice of datasets used for training a model contributes to how well it performs on a task as well as on how the prompt should be structured. Specifically, the more diverse and relevant the group of datasets that a model is trained on, the better dialog evaluation performs. This paper also investigates how the number of examples in the prompt and the type of example selection used affect the model's performance.

Typical diffusion models are trained to accept a particular form of conditioning, most commonly text, and cannot be conditioned on other modalities without retraining. In this work, we propose a universal guidance algorithm that enables diffusion models to be controlled by arbitrary guidance modalities without the need to retrain any use-specific components. We show that our algorithm successfully generates quality images with guidance functions including segmentation, face recognition, object detection, and classifier signals. Code is available at https://github.com/arpitbansal297/Universal-Guided-Diffusion.

The rapid evolution of artificial intelligence (AI), especially in the domain of Large Language Models (LLMs) and generative AI, has opened new avenues for application across various fields, yet its role in business education remains underexplored. This study introduces the first benchmark to assess the performance of seven major LLMs, OpenAI's models (GPT-3.5 Turbo, GPT-4, and GPT-4 Turbo), Google's models (PaLM 2, Gemini 1.0 Pro), and Anthropic's models (Claude 2 and Claude 2.1), on the GMAT, which is a key exam in the admission process for graduate business programs. Our analysis shows that most LLMs outperform human candidates, with GPT-4 Turbo not only outperforming the other models but also surpassing the average scores of graduate students at top business schools. Through a case study, this research examines GPT-4 Turbo's ability to explain answers, evaluate responses, identify errors, tailor instructions, and generate alternative scenarios. The latest LLM versions, GPT-4 Turbo, Claude 2.1, and Gemini 1.0 Pro, show marked improvements in reasoning tasks compared to their predecessors, underscoring their potential for complex problem-solving. While AI's promise in education, assessment, and tutoring is clear, challenges remain. Our study not only sheds light on LLMs' academic potential but also emphasizes the need for careful development and application of AI in education. As AI technology advances, it is imperative to establish frameworks and protocols for AI interaction, verify the accuracy of AI-generated content, ensure worldwide access for diverse learners, and create an educational environment where AI supports human expertise. This research sets the stage for further exploration into the responsible use of AI to enrich educational experiences and improve exam preparation and assessment methods.

Personalizing text-to-image diffusion models is crucial for adapting the pre-trained models to specific target concepts, enabling diverse image generation. However, fine-tuning with few images introduces an inherent trade-off between aligning with the target distribution (e.g., subject fidelity) and preserving the broad knowledge of the original model (e.g., text editability). Existing sampling guidance methods, such as classifier-free guidance (CFG) and autoguidance (AG), fail to effectively guide the output toward well-balanced space: CFG restricts the adaptation to the target distribution, while AG compromises text alignment. To address these limitations, we propose personalization guidance, a simple yet effective method leveraging an unlearned weak model conditioned on a null text prompt. Moreover, our method dynamically controls the extent of unlearning in a weak model through weight interpolation between pre-trained and fine-tuned models during inference. Unlike existing guidance methods, which depend solely on guidance scales, our method explicitly steers the outputs toward a balanced latent space without additional computational overhead. Experimental results demonstrate that our proposed guidance can improve text alignment and target distribution fidelity, integrating seamlessly with various fine-tuning strategies.

Instruction-following is crucial for building AI agents with large language models (LLMs), as these models must adhere strictly to user-provided constraints and guidelines. However, LLMs often fail to follow even simple and clear instructions. To improve instruction-following behavior and prevent undesirable outputs, a deeper understanding of how LLMs' internal states relate to these outcomes is required. Our analysis of LLM internal states reveal a dimension in the input embedding space linked to successful instruction-following. We demonstrate that modifying representations along this dimension improves instruction-following success rates compared to random changes, without compromising response quality. Further investigation reveals that this dimension is more closely related to the phrasing of prompts rather than the inherent difficulty of the task or instructions. This discovery also suggests explanations for why LLMs sometimes fail to follow clear instructions and why prompt engineering is often effective, even when the content remains largely unchanged. This work provides insight into the internal workings of LLMs' instruction-following, paving the way for reliable LLM agents.

Prompting-based large language models (LLMs) are surprisingly powerful at generating natural language reasoning steps or Chains-of-Thoughts (CoT) for multi-step question answering (QA). They struggle, however, when the necessary knowledge is either unavailable to the LLM or not up-to-date within its parameters. While using the question to retrieve relevant text from an external knowledge source helps LLMs, we observe that this one-step retrieve-and-read approach is insufficient for multi-step QA. Here, what to retrieve depends on what has already been derived, which in turn may depend on what was previously retrieved. To address this, we propose IRCoT, a new approach for multi-step QA that interleaves retrieval with steps (sentences) in a CoT, guiding the retrieval with CoT and in turn using retrieved results to improve CoT. Using IRCoT with GPT3 substantially improves retrieval (up to 21 points) as well as downstream QA (up to 15 points) on four datasets: HotpotQA, 2WikiMultihopQA, MuSiQue, and IIRC. We observe similar substantial gains in out-of-distribution (OOD) settings as well as with much smaller models such as Flan-T5-large without additional training. IRCoT reduces model hallucination, resulting in factually more accurate CoT reasoning. Code, data, and prompts are available at https://github.com/stonybrooknlp/ircot

Conversational search seeks to retrieve relevant passages for the given questions in Conversational QA (ConvQA). Questions in ConvQA face challenges such as omissions and coreferences, making it difficult to obtain desired search results. Conversational Query Reformulation (CQR) transforms these current queries into de-contextualized forms to resolve these issues. However, existing CQR methods focus on rewriting human-friendly queries, which may not always yield optimal search results for the retriever. To overcome this challenge, we introduce GuideCQR, a framework that utilizes guided documents to refine queries, ensuring that they are optimal for retrievers. Specifically, we augment keywords, generate expected answers from the re-ranked documents, and unify them with the filtering process. Experimental results show that queries enhanced by guided documents outperform previous CQR methods. Especially, GuideCQR surpasses the performance of Large Language Model (LLM) prompt-powered approaches and demonstrates the importance of the guided documents in formulating retriever-friendly queries across diverse setups.

With the spread of the use of Text2Img diffusion models such as DALL-E 2, Imagen, Mid Journey and Stable Diffusion, one challenge that artists face is selecting the right prompts to achieve the desired artistic output. We present techniques for measuring the effect that specific words and phrases in prompts have, and (in the Appendix) present guidance on the selection of prompts to produce desired effects.

This study focuses on improving the performance of lightweight Large Language Models (LLMs) in mathematical reasoning tasks. We introduce a novel method for measuring mathematical logic similarity and design an automatic screening mechanism to construct a set of reference problems that integrate both semantic and logical similarity. By employing carefully crafted positive and negative example prompts, we guide the model towards adopting sound reasoning logic. To the best of our knowledge, this is the first attempt to utilize retrieval-enhanced generation for mathematical problem-solving. Experimental results demonstrate that our method achieves a 15.8% improvement over the Chain of Thought approach on the SVAMP dataset and a 21.5 % improvement on the GSM8K dataset. Further application of this method to a large-scale model with 175 billion parameters yields performance comparable to the best results on both aforementioned datasets. Finally, we conduct an analysis of errors during the reasoning process, providing valuable insights and directions for future research on reasoning tasks using large language models.