Daily Papers

Instruction-tuning language models has become a crucial step in aligning them for general use. Typically, this process involves extensive training on large datasets, incurring high training costs. In this paper, we introduce a novel training data selection based on the learning percentage of the samples. We assert that current language models possess the capability to autonomously select high-quality training data, leading to comparable or improved performance compared to training on the entire dataset. Our experiments span different-sized models, revealing that this characteristic holds for models ranging from 1B (small) to 13B (large) in size. Moreover, we demonstrate an interesting finding that the data hardness transfers across model sizes, and a smaller 350M model can effectively curate high-quality training data with hard samples for a larger 13B model, resulting in an equally or superior instruction-tuned model compared to training on the complete dataset. Utilizing open-sourced OPT and Llama-2 models up to 13B in size, two publicly available instruction-tuning training datasets and evaluated by both automatic metrics & humans, our paper introduces a novel approach to training data selection, showcasing a more efficient alternative.

Recent advances in artificial intelligence (AI), specifically in computer vision (CV) and deep learning (DL), have created opportunities for novel systems in many fields. In the last few years, deep learning applications have demonstrated impressive results not only in fields such as autonomous driving and robotics, but also in the field of medicine, where they have, in some cases, even exceeded human-level performance. However, despite the huge potential, adoption of deep learning-based methods is still slow in many areas, especially in veterinary medicine, where we haven't been able to find any research papers using modern convolutional neural networks (CNNs) in medical image processing. We believe that using deep learning-based medical imaging can enable more accurate, faster and less expensive diagnoses in veterinary medicine. In order to do so, however, these methods have to be accessible to everyone in this field, not just to computer scientists. To show the potential of this technology, we present results on a real-world task in veterinary medicine that is usually done manually: feline reticulocyte percentage. Using an open source Keras implementation of the Single-Shot MultiBox Detector (SSD) model architecture and training it on only 800 labeled images, we achieve an accuracy of 98.7% at predicting the correct number of aggregate reticulocytes in microscope images of cat blood smears. The main motivation behind this paper is to show not only that deep learning can approach or even exceed human-level performance on a task like this, but also that anyone in the field can implement it, even without a background in computer science.

We introduce compositional soft prompting (CSP), a parameter-efficient learning technique to improve the zero-shot compositionality of large-scale pretrained vision-language models (VLMs) like CLIP. We develop CSP for compositional zero-shot learning, the task of predicting unseen attribute-object compositions (e.g., old cat and young tiger). VLMs have a flexible text encoder that can represent arbitrary classes as natural language prompts but they often underperform task-specific architectures on the compositional zero-shot benchmark datasets. CSP treats the attributes and objects that define classes as learnable tokens of vocabulary. During training, the vocabulary is tuned to recognize classes that compose tokens in multiple ways (e.g., old cat and white cat). At test time, we recompose the learned attribute-object vocabulary in new combinations to recognize novel classes. We show that CSP outperforms the CLIP on benchmark datasets by an average of 10.9 percentage points on AUC. CSP also outperforms CoOp, a soft prompting method that fine-tunes the prefix context tokens, by an average of 5.8 percentage points on AUC. We perform additional experiments to show that CSP improves generalization to higher-order attribute-attribute-object compositions (e.g., old white cat) and combinations of pretrained attributes and fine-tuned objects. The code is available at https://github.com/BatsResearch/csp.

We present WineSensed, a large multimodal wine dataset for studying the relations between visual perception, language, and flavor. The dataset encompasses 897k images of wine labels and 824k reviews of wines curated from the Vivino platform. It has over 350k unique vintages, annotated with year, region, rating, alcohol percentage, price, and grape composition. We obtained fine-grained flavor annotations on a subset by conducting a wine-tasting experiment with 256 participants who were asked to rank wines based on their similarity in flavor, resulting in more than 5k pairwise flavor distances. We propose a low-dimensional concept embedding algorithm that combines human experience with automatic machine similarity kernels. We demonstrate that this shared concept embedding space improves upon separate embedding spaces for coarse flavor classification (alcohol percentage, country, grape, price, rating) and aligns with the intricate human perception of flavor.

Reasoning Large Language Models (R-LLMs) have significantly advanced complex reasoning tasks but often struggle with factuality, generating substantially more hallucinations than their non-reasoning counterparts on long-form factuality benchmarks. However, extending online Reinforcement Learning (RL), a key component in recent R-LLM advancements, to the long-form factuality setting poses several unique challenges due to the lack of reliable verification methods. Previous work has utilized automatic factuality evaluation frameworks such as FActScore to curate preference data in the offline RL setting, yet we find that directly leveraging such methods as the reward in online RL leads to reward hacking in multiple ways, such as producing less detailed or relevant responses. We propose a novel reward function that simultaneously considers the factual precision, response detail level, and answer relevance, and applies online RL to learn high quality factual reasoning. Evaluated on six long-form factuality benchmarks, our factual reasoning model achieves an average reduction of 23.1 percentage points in hallucination rate, a 23% increase in answer detail level, and no degradation in the overall response helpfulness.

Interactive digital agents (IDAs) leverage APIs of stateful digital environments to perform tasks in response to user requests. While IDAs powered by instruction-tuned large language models (LLMs) can react to feedback from interface invocations in multi-step exchanges, they have not been trained in their respective digital environments. Prior methods accomplish less than half of tasks in sophisticated benchmarks such as AppWorld. We present a reinforcement learning (RL) approach that trains IDAs directly in their target environments. We formalize this training as a partially observable Markov decision process and derive LOOP, a data- and memory-efficient variant of proximal policy optimization. LOOP uses no value network and maintains exactly one copy of the underlying LLM in memory, making its implementation straightforward and as memory-efficient as fine-tuning a single LLM. A 32-billion-parameter agent trained with LOOP in the AppWorld environment outperforms the much larger OpenAI o1 agent by 9 percentage points (15% relative). To our knowledge, this is the first reported application of RL to IDAs that interact with a stateful, multi-domain, multi-app environment via direct API calls. Our analysis sheds light on the effectiveness of RL in this area, showing that the agent learns to consult the API documentation, avoid unwarranted assumptions, minimize confabulation, and recover from setbacks.

Deep Metric Learning (DML) has long attracted the attention of the machine learning community as a key objective. Existing solutions concentrate on fine-tuning the pre-trained models on conventional image datasets. As a result of the success of recent pre-trained models trained from larger-scale datasets, it is challenging to adapt the model to the DML tasks in the local data domain while retaining the previously gained knowledge. In this paper, we investigate parameter-efficient methods for fine-tuning the pre-trained model for DML tasks. In particular, we propose a novel and effective framework based on learning Visual Prompts (VPT) in the pre-trained Vision Transformers (ViT). Based on the conventional proxy-based DML paradigm, we augment the proxy by incorporating the semantic information from the input image and the ViT, in which we optimize the visual prompts for each class. We demonstrate that our new approximations with semantic information are superior to representative capabilities, thereby improving metric learning performance. We conduct extensive experiments to demonstrate that our proposed framework is effective and efficient by evaluating popular DML benchmarks. In particular, we demonstrate that our fine-tuning method achieves comparable or even better performance than recent state-of-the-art full fine-tuning works of DML while tuning only a small percentage of total parameters.

In this paper, we address the challenge of matching semantically similar keypoints across image pairs. Existing research indicates that the intermediate output of the UNet within the Stable Diffusion (SD) can serve as robust image feature maps for such a matching task. We demonstrate that by employing a basic prompt tuning technique, the inherent potential of Stable Diffusion can be harnessed, resulting in a significant enhancement in accuracy over previous approaches. We further introduce a novel conditional prompting module that conditions the prompt on the local details of the input image pairs, leading to a further improvement in performance. We designate our approach as SD4Match, short for Stable Diffusion for Semantic Matching. Comprehensive evaluations of SD4Match on the PF-Pascal, PF-Willow, and SPair-71k datasets show that it sets new benchmarks in accuracy across all these datasets. Particularly, SD4Match outperforms the previous state-of-the-art by a margin of 12 percentage points on the challenging SPair-71k dataset.

The field of Sign Language Production (SLP) lacked a large-scale, pre-trained model based on deep learning for continuous American Sign Language (ASL) production in the past decade. This limitation hampers communication for all individuals with disabilities relying on ASL. To address this issue, we undertook the secondary development and utilization of How2Sign, one of the largest publicly available ASL datasets. Despite its significance, prior researchers in the field of sign language have not effectively employed this corpus due to the intricacies involved in American Sign Language Production (ASLP). To conduct large-scale ASLP, we propose SignDiff based on the latest work in related fields, which is a dual-condition diffusion pre-training model that can generate human sign language speakers from a skeleton pose. SignDiff has a novel Frame Reinforcement Network called FR-Net, similar to dense human pose estimation work, which enhances the correspondence between text lexical symbols and sign language dense pose frames reduce the occurrence of multiple fingers in the diffusion model. In addition, our ASLP method proposes two new improved modules and a new loss function to improve the accuracy and quality of sign language skeletal posture and enhance the ability of the model to train on large-scale data. We propose the first baseline for ASL production and report the scores of 17.19 and 12.85 on BLEU-4 on the How2Sign dev/test sets. We also evaluated our model on the previous mainstream dataset called PHOENIX14T, and the main experiments achieved the results of SOTA. In addition, our image quality far exceeds all previous results by 10 percentage points on the SSIM indicator. Finally, we conducted ablation studies and qualitative evaluations for discussion.

Image super-resolution (SR) has witnessed extensive neural network designs from CNN to transformer architectures. However, prevailing SR models suffer from prohibitive memory footprint and intensive computations, which limits further deployment on edge devices. This work investigates the potential of network pruning for super-resolution to take advantage of off-the-shelf network designs and reduce the underlying computational overhead. Two main challenges remain in applying pruning methods for SR. First, the widely-used filter pruning technique reflects limited granularity and restricted adaptability to diverse network structures. Second, existing pruning methods generally operate upon a pre-trained network for the sparse structure determination, hard to get rid of dense model training in the traditional SR paradigm. To address these challenges, we adopt unstructured pruning with sparse models directly trained from scratch. Specifically, we propose a novel Iterative Soft Shrinkage-Percentage (ISS-P) method by optimizing the sparse structure of a randomly initialized network at each iteration and tweaking unimportant weights with a small amount proportional to the magnitude scale on-the-fly. We observe that the proposed ISS-P can dynamically learn sparse structures adapting to the optimization process and preserve the sparse model's trainability by yielding a more regularized gradient throughput. Experiments on benchmark datasets demonstrate the effectiveness of the proposed ISS-P over diverse network architectures. Code is available at https://github.com/Jiamian-Wang/Iterative-Soft-Shrinkage-SR

With growing credit card transaction volumes, the fraud percentages are also rising, including overhead costs for institutions to combat and compensate victims. The use of machine learning into the financial sector permits more effective protection against fraud and other economic crime. Suitably trained machine learning classifiers help proactive fraud detection, improving stakeholder trust and robustness against illicit transactions. However, the design of machine learning based fraud detection algorithms has been challenging and slow due the massively unbalanced nature of fraud data and the challenges of identifying the frauds accurately and completely to create a gold standard ground truth. Furthermore, there are no benchmarks or standard classifier evaluation metrics to measure and identify better performing classifiers, thus keeping researchers in the dark. In this work, we develop a theoretical foundation to model human annotation errors and extreme imbalance typical in real world fraud detection data sets. By conducting empirical experiments on a hypothetical classifier, with a synthetic data distribution approximated to a popular real world credit card fraud data set, we simulate human annotation errors and extreme imbalance to observe the behavior of popular machine learning classifier evaluation matrices. We demonstrate that a combined F1 score and g-mean, in that specific order, is the best evaluation metric for typical imbalanced fraud detection model classification.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

We present Actron3D, a framework that enables robots to acquire transferable 6-DoF manipulation skills from just a few monocular, uncalibrated, RGB-only human videos. At its core lies the Neural Affordance Function, a compact object-centric representation that distills actionable cues from diverse uncalibrated videos-geometry, visual appearance, and affordance-into a lightweight neural network, forming a memory bank of manipulation skills. During deployment, we adopt a pipeline that retrieves relevant affordance functions and transfers precise 6-DoF manipulation policies via coarse-to-fine optimization, enabled by continuous queries to the multimodal features encoded in the neural functions. Experiments in both simulation and the real world demonstrate that Actron3D significantly outperforms prior methods, achieving a 14.9 percentage point improvement in average success rate across 13 tasks while requiring only 2-3 demonstration videos per task.

Standard classification models often map inputs directly to labels without explicit reasoning, potentially limiting their performance, robustness, and interpretability. This paper introduces a novel two-stage approach to enhance text classification by leveraging Large Language Model (LLM)-generated reasonings. In the first stage, we fine-tune a Llama-3.2-1B-Instruct model (henceforth Llama-R-Gen) on a general-purpose reasoning dataset (syvai/reasoning-gen) to generate textual reasoning (R) given a question and its answer. In the second stage, this generally trained Llama-R-Gen is used offline to create an augmented training dataset for a downstream generative model. This downstream model, based on Llama-3.2-1B-Instruct, takes only the input text (Q) and is trained to output the generated reasoning (R) immediately followed by the predicted emotion (A). We demonstrate this methodology on the dair-ai/emotion dataset for emotion classification. Our experiments show that the generative model trained to output reasoning and the emotion (Classifier Q->RA) achieves a significant improvement of 8.7 percentage points in accuracy (for emotion prediction) compared to a baseline generative model trained solely to output the emotion (Classifier Q->A), highlighting the strong generalization capabilities of the reasoning generation and the benefit of explicit reasoning training. This work underscores the potential of LLM-generated reasonings for creating richer training datasets, thereby improving the performance of diverse downstream NLP tasks and providing explicit explanations.

Skin lesion datasets consist predominantly of normal samples with only a small percentage of abnormal ones, giving rise to the class imbalance problem. Also, skin lesion images are largely similar in overall appearance owing to the low inter-class variability. In this paper, we propose a two-stage framework for automatic classification of skin lesion images using adversarial training and transfer learning toward melanoma detection. In the first stage, we leverage the inter-class variation of the data distribution for the task of conditional image synthesis by learning the inter-class mapping and synthesizing under-represented class samples from the over-represented ones using unpaired image-to-image translation. In the second stage, we train a deep convolutional neural network for skin lesion classification using the original training set combined with the newly synthesized under-represented class samples. The training of this classifier is carried out by minimizing the focal loss function, which assists the model in learning from hard examples, while down-weighting the easy ones. Experiments conducted on a dermatology image benchmark demonstrate the superiority of our proposed approach over several standard baseline methods, achieving significant performance improvements. Interestingly, we show through feature visualization and analysis that our method leads to context based lesion assessment that can reach an expert dermatologist level.

We develop a set of methods to improve on the results of self-supervised learning using context. We start with a baseline of patch based arrangement context learning and go from there. Our methods address some overt problems such as chromatic aberration as well as other potential problems such as spatial skew and mid-level feature neglect. We prevent problems with testing generalization on common self-supervised benchmark tests by using different datasets during our development. The results of our methods combined yield top scores on all standard self-supervised benchmarks, including classification and detection on PASCAL VOC 2007, segmentation on PASCAL VOC 2012, and "linear tests" on the ImageNet and CSAIL Places datasets. We obtain an improvement over our baseline method of between 4.0 to 7.1 percentage points on transfer learning classification tests. We also show results on different standard network architectures to demonstrate generalization as well as portability. All data, models and programs are available at: https://gdo-datasci.llnl.gov/selfsupervised/.

Credit cards play an exploding role in modern economies. Its popularity and ubiquity have created a fertile ground for fraud, assisted by the cross boarder reach and instantaneous confirmation. While transactions are growing, the fraud percentages are also on the rise as well as the true cost of a dollar fraud. Volume of transactions, uniqueness of frauds and ingenuity of the fraudster are main challenges in detecting frauds. The advent of machine learning, artificial intelligence and big data has opened up new tools in the fight against frauds. Given past transactions, a machine learning algorithm has the ability to 'learn' infinitely complex characteristics in order to identify frauds in real-time, surpassing the best human investigators. However, the developments in fraud detection algorithms has been challenging and slow due the massively unbalanced nature of fraud data, absence of benchmarks and standard evaluation metrics to identify better performing classifiers, lack of sharing and disclosure of research findings and the difficulties in getting access to confidential transaction data for research. This work investigates the properties of typical massively imbalanced fraud data sets, their availability, suitability for research use while exploring the widely varying nature of fraud distributions. Furthermore, we show how human annotation errors compound with machine classification errors. We also carry out experiments to determine the effect of PCA obfuscation (as a means of disseminating sensitive transaction data for research and machine learning) on algorithmic performance of classifiers and show that while PCA does not significantly degrade performance, care should be taken to use the appropriate principle component size (dimensions) to avoid overfitting.

Tabular data -- structured, heterogeneous, spreadsheet-style data with rows and columns -- is widely used in practice across many domains. However, while recent foundation models have reduced the need for developing task-specific datasets and predictors in domains such as language modeling and computer vision, this transfer learning paradigm has not had similar impact in the tabular domain. In this work, we seek to narrow this gap and present TabuLa-8B, a language model for tabular prediction. We define a process for extracting a large, high-quality training dataset from the TabLib corpus, proposing methods for tabular data filtering and quality control. Using the resulting dataset, which comprises over 1.6B rows from 3.1M unique tables, we fine-tune a Llama 3-8B large language model (LLM) for tabular data prediction (classification and binned regression) using a novel packing and attention scheme for tabular prediction. Through evaluation across a test suite of 329 datasets, we find that TabuLa-8B has zero-shot accuracy on unseen tables that is over 15 percentage points (pp) higher than random guessing, a feat that is not possible with existing state-of-the-art tabular prediction models (e.g. XGBoost, TabPFN). In the few-shot setting (1-32 shots), without any fine-tuning on the target datasets, TabuLa-8B is 5-15 pp more accurate than XGBoost and TabPFN models that are explicitly trained on equal, or even up to 16x more data. We release our model, code, and data along with the publication of this paper.

This study evaluates the performance of 41 machine learning models, including 21 classifiers and 20 regressors, in predicting Bitcoin prices for algorithmic trading. By examining these models under various market conditions, we highlight their accuracy, robustness, and adaptability to the volatile cryptocurrency market. Our comprehensive analysis reveals the strengths and limitations of each model, providing critical insights for developing effective trading strategies. We employ both machine learning metrics (e.g., Mean Absolute Error, Root Mean Squared Error) and trading metrics (e.g., Profit and Loss percentage, Sharpe Ratio) to assess model performance. Our evaluation includes backtesting on historical data, forward testing on recent unseen data, and real-world trading scenarios, ensuring the robustness and practical applicability of our models. Key findings demonstrate that certain models, such as Random Forest and Stochastic Gradient Descent, outperform others in terms of profit and risk management. These insights offer valuable guidance for traders and researchers aiming to leverage machine learning for cryptocurrency trading.

This paper proposes to model chaos in the ATM cash withdrawal time series of a big Indian bank and forecast the withdrawals using deep learning methods. It also considers the importance of day-of-the-week and includes it as a dummy exogenous variable. We first modelled the chaos present in the withdrawal time series by reconstructing the state space of each series using the lag, and embedding dimension found using an auto-correlation function and Cao's method. This process converts the uni-variate time series into multi variate time series. The "day-of-the-week" is converted into seven features with the help of one-hot encoding. Then these seven features are augmented to the multivariate time series. For forecasting the future cash withdrawals, using algorithms namely ARIMA, random forest (RF), support vector regressor (SVR), multi-layer perceptron (MLP), group method of data handling (GMDH), general regression neural network (GRNN), long short term memory neural network and 1-dimensional convolutional neural network. We considered a daily cash withdrawals data set from an Indian commercial bank. After modelling chaos and adding exogenous features to the data set, we observed improvements in the forecasting for all models. Even though the random forest (RF) yielded better Symmetric Mean Absolute Percentage Error (SMAPE) value, deep learning algorithms, namely LSTM and 1D CNN, showed similar performance compared to RF, based on t-test.

Detecting intrusions in network traffic is a challenging task, particularly under limited supervision and constantly evolving attack patterns. While recent works have leveraged graph neural networks for network intrusion detection, they often decouple representation learning from anomaly detection, limiting the utility of the embeddings for identifying attacks. We propose GraphIDS, a self-supervised intrusion detection model that unifies these two stages by learning local graph representations of normal communication patterns through a masked autoencoder. An inductive graph neural network embeds each flow with its local topological context to capture typical network behavior, while a Transformer-based encoder-decoder reconstructs these embeddings, implicitly learning global co-occurrence patterns via self-attention without requiring explicit positional information. During inference, flows with unusually high reconstruction errors are flagged as potential intrusions. This end-to-end framework ensures that embeddings are directly optimized for the downstream task, facilitating the recognition of malicious traffic. On diverse NetFlow benchmarks, GraphIDS achieves up to 99.98% PR-AUC and 99.61% macro F1-score, outperforming baselines by 5-25 percentage points.

Effective learning rate (LR) scheduling is crucial for training deep neural networks. However, popular pre-defined and adaptive schedulers can still lead to suboptimal generalization. This paper introduces VolSched, a novel adaptive LR scheduler inspired by the concept of volatility in stochastic processes like Geometric Brownian Motion to dynamically adjust the learning rate. By calculating the ratio between long-term and short-term accuracy volatility, VolSched increases the LR to escape plateaus and decreases it to stabilize training, allowing the model to explore the loss landscape more effectively. We evaluate VolSched on the CIFAR-100 dataset against a strong baseline using a standard augmentation pipeline. When paired with ResNet-18 and ResNet-34, our scheduler delivers consistent performance gains, improving top-1 accuracy by 1.4 and 1.3 percentage points respectively. Analysis of the loss curves reveals that VolSched promotes a longer exploration phase. A quantitative analysis of the Hessian shows that VolSched finds a final solution that is 38% flatter than the next-best baseline, allowing the model to obtain wider minima and hence better generalization performance.

Crime in the 21st century is split into a virtual and real world. However, the former has become a global menace to people's well-being and security in the latter. The challenges it presents must be faced with unified global cooperation, and we must rely more than ever on automated yet trustworthy tools to combat the ever-growing nature of online offenses. Over 10 million child sexual abuse reports are submitted to the US National Center for Missing \& Exploited Children every year, and over 80% originate from online sources. Therefore, investigation centers cannot manually process and correctly investigate all imagery. In light of that, reliable automated tools that can securely and efficiently deal with this data are paramount. In this sense, the scene classification task looks for contextual cues in the environment, being able to group and classify child sexual abuse data without requiring to be trained on sensitive material. The scarcity and limitations of working with child sexual abuse images lead to self-supervised learning, a machine-learning methodology that leverages unlabeled data to produce powerful representations that can be more easily transferred to downstream tasks. This work shows that self-supervised deep learning models pre-trained on scene-centric data can reach 71.6% balanced accuracy on our indoor scene classification task and, on average, 2.2 percentage points better performance than a fully supervised version. We cooperate with Brazilian Federal Police experts to evaluate our indoor classification model on actual child abuse material. The results demonstrate a notable discrepancy between the features observed in widely used scene datasets and those depicted on sensitive materials.

As the use of Lithium-ion batteries continues to grow, it becomes increasingly important to be able to predict their remaining useful life. This work aims to compare the relative performance of different machine learning algorithms, both traditional machine learning and deep learning, in order to determine the best-performing algorithms for battery cycle life prediction based on minimal data. We investigated 14 different machine learning models that were fed handcrafted features based on statistical data and split into 3 feature groups for testing. For deep learning models, we tested a variety of neural network models including different configurations of standard Recurrent Neural Networks, Gated Recurrent Units, and Long Short Term Memory with and without attention mechanism. Deep learning models were fed multivariate time series signals based on the raw data for each battery across the first 100 cycles. Our experiments revealed that the machine learning algorithms on handcrafted features performed particularly well, resulting in 10-20% average mean absolute percentage error. The best-performing algorithm was the Random Forest Regressor, which gave a minimum 9.8% mean absolute percentage error. Traditional machine learning models excelled due to their capability to comprehend general data set trends. In comparison, deep learning models were observed to perform particularly poorly on raw, limited data. Algorithms like GRU and RNNs that focused on capturing medium-range data dependencies were less adept at recognizing the gradual, slow trends critical for this task. Our investigation reveals that implementing machine learning models with hand-crafted features proves to be more effective than advanced deep learning models for predicting the remaining useful Lithium-ion battery life with limited data availability.

Graph foundation models represent a transformative paradigm for learning transferable representations across diverse graph domains. Recent methods leverage large language models to unify graph and text modalities into a shared representation space using contrastive learning. However, systematic evaluations reveal significant performance degradation at structural boundaries where distinct topological patterns converge, with accuracy losses exceeding 20 percentage points. This issue arises from a key limitation: current methods assume all graph structures can be encoded within a single Euclidean space. In reality, tree structures require hyperbolic geometry to preserve hierarchical branching, while cyclic patterns depend on spherical geometry for closure properties. At structural boundaries, nodes experience conflicting geometric constraints that uniform encoding spaces cannot resolve. This raises a crucial challenge: Can alignment frameworks be designed to respect the intrinsic geometric diversity of graph structures? We introduce GraphShaper, a geometry-aware framework that enhances graph encoding through multi-geometric specialization. Our approach employs expert networks tailored to different geometric spaces, dynamically computing fusion weights to adaptively integrate geometric properties based on local structural characteristics. This adaptive fusion preserves structural integrity before alignment with text embeddings. Extensive experiments demonstrate that GraphShaper achieves 9.47\% accuracy improvements on citation networks and 7.63\% on social networks in zero-shot settings.

Hierarchical classification is a crucial task in many applications, where objects are organized into multiple levels of categories. However, conventional classification approaches often neglect inherent inter-class relationships at different hierarchy levels, thus missing important supervisory signals. Thus, we propose two novel hierarchical contrastive learning (HMLC) methods. The first, leverages a Gaussian Mixture Model (G-HMLC) and the second uses an attention mechanism to capture hierarchy-specific features (A-HMLC), imitating human processing. Our approach explicitly models inter-class relationships and imbalanced class distribution at higher hierarchy levels, enabling fine-grained clustering across all hierarchy levels. On the competitive CIFAR100 and ModelNet40 datasets, our method achieves state-of-the-art performance in linear evaluation, outperforming existing hierarchical contrastive learning methods by 2 percentage points in terms of accuracy. The effectiveness of our approach is backed by both quantitative and qualitative results, highlighting its potential for applications in computer vision and beyond.

The impact of software vulnerabilities on everyday software systems is significant. Despite deep learning models being proposed for vulnerability detection, their reliability is questionable. Prior evaluations show high recall/F1 scores of up to 99%, but these models underperform in practical scenarios, particularly when assessed on entire codebases rather than just the fixing commit. This paper introduces Real-Vul, a comprehensive dataset representing real-world scenarios for evaluating vulnerability detection models. Evaluating DeepWukong, LineVul, ReVeal, and IVDetect shows a significant drop in performance, with precision decreasing by up to 95 percentage points and F1 scores by up to 91 points. Furthermore, Model performance fluctuates based on vulnerability characteristics, with better F1 scores for information leaks or code injection than for path resolution or predictable return values. The results highlight a significant performance gap that needs addressing before deploying deep learning-based vulnerability detection in practical settings. Overfitting is identified as a key issue, and an augmentation technique is proposed, potentially improving performance by up to 30%. Contributions include a dataset creation approach for better model evaluation, Real-Vul dataset, and empirical evidence of deep learning models struggling in real-world settings.

Air pollution poses a significant threat to public health and well-being, particularly in urban areas. This study introduces a series of machine-learning models that integrate data from the Sentinel-5P satellite, meteorological conditions, and topological characteristics to forecast future levels of five major pollutants. The investigation delineates the process of data collection, detailing the combination of diverse data sources utilized in the study. Through experiments conducted in the Milan metropolitan area, the models demonstrate their efficacy in predicting pollutant levels for the forthcoming day, achieving a percentage error of around 30%. The proposed models are advantageous as they are independent of monitoring stations, facilitating their use in areas without existing infrastructure. Additionally, we have released the collected dataset to the public, aiming to stimulate further research in this field. This research contributes to advancing our understanding of urban air quality dynamics and emphasizes the importance of amalgamating satellite, meteorological, and topographical data to develop robust pollution forecasting models.

Lifelong learning has attracted much attention, but existing works still struggle to fight catastrophic forgetting and accumulate knowledge over long stretches of incremental learning. In this work, we propose PODNet, a model inspired by representation learning. By carefully balancing the compromise between remembering the old classes and learning new ones, PODNet fights catastrophic forgetting, even over very long runs of small incremental tasks --a setting so far unexplored by current works. PODNet innovates on existing art with an efficient spatial-based distillation-loss applied throughout the model and a representation comprising multiple proxy vectors for each class. We validate those innovations thoroughly, comparing PODNet with three state-of-the-art models on three datasets: CIFAR100, ImageNet100, and ImageNet1000. Our results showcase a significant advantage of PODNet over existing art, with accuracy gains of 12.10, 6.51, and 2.85 percentage points, respectively. Code is available at https://github.com/arthurdouillard/incremental_learning.pytorch

The oceans are a source of an impressive mixture of complex data that could be used to uncover relationships yet to be discovered. Such data comes from the oceans and their surface, such as Automatic Identification System (AIS) messages used for tracking vessels' trajectories. AIS messages are transmitted over radio or satellite at ideally periodic time intervals but vary irregularly over time. As such, this paper aims to model the AIS message transmission behavior through neural networks for forecasting upcoming AIS messages' content from multiple vessels, particularly in a simultaneous approach despite messages' temporal irregularities as outliers. We present a set of experiments comprising multiple algorithms for forecasting tasks with horizon sizes of varying lengths. Deep learning models (e.g., neural networks) revealed themselves to adequately preserve vessels' spatial awareness regardless of temporal irregularity. We show how convolutional layers, feed-forward networks, and recurrent neural networks can improve such tasks by working together. Experimenting with short, medium, and large-sized sequences of messages, our model achieved 36/37/38% of the Relative Percentage Difference - the lower, the better, whereas we observed 92/45/96% on the Elman's RNN, 51/52/40% on the GRU, and 129/98/61% on the LSTM. These results support our model as a driver for improving the prediction of vessel routes when analyzing multiple vessels of diverging types simultaneously under temporally noise data.

Pyrolysis techniques have served to be a groundbreaking technique for effectively utilising natural and man-made biomass products like plastics, wood, crop residue, fruit peels etc. Recent advancements have shown a greater yield of essential products like biochar, bio-oil and other non-condensable gases by blending different biomasses in a certain ratio. This synergy effect of combining two pyrolytic raw materials i.e co-pyrolysis of algae and wood biomass has been systematically studied and grouped into 3 phases in this research paper-kinetic analysis of co-pyrolysis, correlation among proximate and ultimate analysis with bio-char yield and lastly grouping of different weight ratios based on biochar yield up to a certain percentage. Different ML and DL algorithms have been utilized for regression and classification techniques to give a comprehensive overview of the effect of the synergy of two different biomass materials on biochar yield. For the first phase, the best prediction of biochar yield was obtained by using a decision tree regressor with a perfect MSE score of 0.00, followed by a gradient-boosting regressor. The second phase was analyzed using both ML and DL techniques. Within ML, SVR proved to be the most convenient model with an accuracy score of 0.972 with DNN employed for deep learning technique. Finally, for the third phase, binary classification was applied to biochar yield with and without heating rate for biochar yield percentage above and below 40%. The best technique for ML was Support Vector followed by Random forest while ANN was the most suitable Deep Learning Technique.

Machine learning has opened up new tools for financial fraud detection. Using a sample of annotated transactions, a machine learning classification algorithm learns to detect frauds. With growing credit card transaction volumes and rising fraud percentages there is growing interest in finding appropriate machine learning classifiers for detection. However, fraud data sets are diverse and exhibit inconsistent characteristics. As a result, a model effective on a given data set is not guaranteed to perform on another. Further, the possibility of temporal drift in data patterns and characteristics over time is high. Additionally, fraud data has massive and varying imbalance. In this work, we evaluate sampling methods as a viable pre-processing mechanism to handle imbalance and propose a data-driven classifier selection strategy for characteristic highly imbalanced fraud detection data sets. The model derived based on our selection strategy surpasses peer models, whilst working in more realistic conditions, establishing the effectiveness of the strategy.

Online job ads serve as a valuable source of information for skill requirements, playing a crucial role in labor market analysis and e-recruitment processes. Since such ads are typically formatted in free text, natural language processing (NLP) technologies are required to automatically process them. We specifically focus on the task of detecting skills (mentioned literally, or implicitly described) and linking them to a large skill ontology, making it a challenging case of extreme multi-label classification (XMLC). Given that there is no sizable labeled (training) dataset are available for this specific XMLC task, we propose techniques to leverage general Large Language Models (LLMs). We describe a cost-effective approach to generate an accurate, fully synthetic labeled dataset for skill extraction, and present a contrastive learning strategy that proves effective in the task. Our results across three skill extraction benchmarks show a consistent increase of between 15 to 25 percentage points in R-Precision@5 compared to previously published results that relied solely on distant supervision through literal matches.

We present WeakSTIL, an interpretable two-stage weak label deep learning pipeline for scoring the percentage of stromal tumor infiltrating lymphocytes (sTIL%) in H&E-stained whole-slide images (WSIs) of breast cancer tissue. The sTIL% score is a prognostic and predictive biomarker for many solid tumor types. However, due to the high labeling efforts and high intra- and interobserver variability within and between expert annotators, this biomarker is currently not used in routine clinical decision making. WeakSTIL compresses tiles of a WSI using a feature extractor pre-trained with self-supervised learning on unlabeled histopathology data and learns to predict precise sTIL% scores for each tile in the tumor bed by using a multiple instance learning regressor that only requires a weak WSI-level label. By requiring only a weak label, we overcome the large annotation efforts required to train currently existing TIL detection methods. We show that WeakSTIL is at least as good as other TIL detection methods when predicting the WSI-level sTIL% score, reaching a coefficient of determination of 0.45pm0.15 when compared to scores generated by an expert pathologist, and an AUC of 0.89pm0.05 when treating it as the clinically interesting sTIL-high vs sTIL-low classification task. Additionally, we show that the intermediate tile-level predictions of WeakSTIL are highly interpretable, which suggests that WeakSTIL pays attention to latent features related to the number of TILs and the tissue type. In the future, WeakSTIL may be used to provide consistent and interpretable sTIL% predictions to stratify breast cancer patients into targeted therapy arms.

State-of-the-art intent classification (IC) and slot filling (SF) methods often rely on data-intensive deep learning models, limiting their practicality for industry applications. Large language models on the other hand, particularly instruction-tuned models (Instruct-LLMs), exhibit remarkable zero-shot performance across various natural language tasks. This study evaluates Instruct-LLMs on popular benchmark datasets for IC and SF, emphasizing their capacity to learn from fewer examples. We introduce ILLUMINER, an approach framing IC and SF as language generation tasks for Instruct-LLMs, with a more efficient SF-prompting method compared to prior work. A comprehensive comparison with multiple baselines shows that our approach, using the FLAN-T5 11B model, outperforms the state-of-the-art joint IC+SF method and in-context learning with GPT3.5 (175B), particularly in slot filling by 11.1--32.2 percentage points. Additionally, our in-depth ablation study demonstrates that parameter-efficient fine-tuning requires less than 6% of training data to yield comparable performance with traditional full-weight fine-tuning.

Collecting high-quality training examples for language model fine-tuning is expensive, with practical budgets limiting the amount of data that can be procured. We investigate whether example difficulty affects GRPO training effectiveness by comparing selection strategies (easy, medium, hard, random) across multiple models and reasoning tasks. Training on the hardest 10\% of examples (those where the base model fails most often) yields dramatic performance gains up to 47\%, while easy examples produce minimal improvements of 3-15\%. This occurs because GRPO requires outcome variance to generate learning signals; hard examples maintain mixed success/failure outcomes throughout training while easy examples quickly converge to consistent success, eliminating learning opportunities. Moreover, models trained on hard examples show superior out-of-distribution generalization, with only hard-trained models achieving meaningful gains on the AIME2025 benchmark. Our findings provide clear guidance: when budget-constrained, prioritize collecting and annotating examples where your base model struggles, as these drive nearly all learning value in GRPO fine-tuning

Recent automatic curriculum learning algorithms, and in particular Teacher-Student algorithms, rely on the notion of learning progress, making the assumption that the good next tasks are the ones on which the learner is making the fastest progress or digress. In this work, we first propose a simpler and improved version of these algorithms. We then argue that the notion of learning progress itself has several shortcomings that lead to a low sample efficiency for the learner. We finally propose a new algorithm, based on the notion of mastering rate, that significantly outperforms learning progress-based algorithms.

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

The global economy is increasingly dependent on knowledge workers to meet the needs of public and private organizations. While there is no single definition of knowledge work, organizations and industry groups still attempt to measure individuals' capability to engage in it. The most comprehensive assessment of capability readiness for professional knowledge workers is the Uniform CPA Examination developed by the American Institute of Certified Public Accountants (AICPA). In this paper, we experimentally evaluate OpenAI's `text-davinci-003` and prior versions of GPT on both a sample Regulation (REG) exam and an assessment of over 200 multiple-choice questions based on the AICPA Blueprints for legal, financial, accounting, technology, and ethical tasks. First, we find that `text-davinci-003` achieves a correct rate of 14.4% on a sample REG exam section, significantly underperforming human capabilities on quantitative reasoning in zero-shot prompts. Second, `text-davinci-003` appears to be approaching human-level performance on the Remembering & Understanding and Application skill levels in the Exam absent calculation. For best prompt and parameters, the model answers 57.6% of questions correctly, significantly better than the 25% guessing rate, and its top two answers are correct 82.1% of the time, indicating strong non-entailment. Finally, we find that recent generations of GPT-3 demonstrate material improvements on this assessment, rising from 30% for `text-davinci-001` to 57% for `text-davinci-003`. These findings strongly suggest that large language models have the potential to transform the quality and efficiency of future knowledge work.

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.

Nearly all jurisdictions in the United States require a professional license exam, commonly referred to as "the Bar Exam," as a precondition for law practice. To even sit for the exam, most jurisdictions require that an applicant completes at least seven years of post-secondary education, including three years at an accredited law school. In addition, most test-takers also undergo weeks to months of further, exam-specific preparation. Despite this significant investment of time and capital, approximately one in five test-takers still score under the rate required to pass the exam on their first try. In the face of a complex task that requires such depth of knowledge, what, then, should we expect of the state of the art in "AI?" In this research, we document our experimental evaluation of the performance of OpenAI's `text-davinci-003` model, often-referred to as GPT-3.5, on the multistate multiple choice (MBE) section of the exam. While we find no benefit in fine-tuning over GPT-3.5's zero-shot performance at the scale of our training data, we do find that hyperparameter optimization and prompt engineering positively impacted GPT-3.5's zero-shot performance. For best prompt and parameters, GPT-3.5 achieves a headline correct rate of 50.3% on a complete NCBE MBE practice exam, significantly in excess of the 25% baseline guessing rate, and performs at a passing rate for both Evidence and Torts. GPT-3.5's ranking of responses is also highly-correlated with correctness; its top two and top three choices are correct 71% and 88% of the time, respectively, indicating very strong non-entailment performance. While our ability to interpret these results is limited by nascent scientific understanding of LLMs and the proprietary nature of GPT, we believe that these results strongly suggest that an LLM will pass the MBE component of the Bar Exam in the near future.

We present an empirical evaluation of various outputs generated by nine of the most widely-available large language models (LLMs). Our analysis is done with off-the-shelf, readily-available tools. We find a correlation between percentage of memorized text, percentage of unique text, and overall output quality, when measured with respect to output pathologies such as counterfactual and logically-flawed statements, and general failures like not staying on topic. Overall, 80.0% of the outputs evaluated contained memorized data, but outputs containing the most memorized content were also more likely to be considered of high quality. We discuss and evaluate mitigation strategies, showing that, in the models evaluated, the rate of memorized text being output is reduced. We conclude with a discussion on potential implications around what it means to learn, to memorize, and to evaluate quality text.

It is known that the learning rate is the most important hyper-parameter to tune for training deep neural networks. This paper describes a new method for setting the learning rate, named cyclical learning rates, which practically eliminates the need to experimentally find the best values and schedule for the global learning rates. Instead of monotonically decreasing the learning rate, this method lets the learning rate cyclically vary between reasonable boundary values. Training with cyclical learning rates instead of fixed values achieves improved classification accuracy without a need to tune and often in fewer iterations. This paper also describes a simple way to estimate "reasonable bounds" -- linearly increasing the learning rate of the network for a few epochs. In addition, cyclical learning rates are demonstrated on the CIFAR-10 and CIFAR-100 datasets with ResNets, Stochastic Depth networks, and DenseNets, and the ImageNet dataset with the AlexNet and GoogLeNet architectures. These are practical tools for everyone who trains neural networks.

It is believed that in knowledge distillation (KD), the role of the teacher is to provide an estimate for the unknown Bayes conditional probability distribution (BCPD) to be used in the student training process. Conventionally, this estimate is obtained by training the teacher using maximum log-likelihood (MLL) method. To improve this estimate for KD, in this paper we introduce the concept of conditional mutual information (CMI) into the estimation of BCPD and propose a novel estimator called the maximum CMI (MCMI) method. Specifically, in MCMI estimation, both the log-likelihood and CMI of the teacher are simultaneously maximized when the teacher is trained. Through Eigen-CAM, it is further shown that maximizing the teacher's CMI value allows the teacher to capture more contextual information in an image cluster. Via conducting a thorough set of experiments, we show that by employing a teacher trained via MCMI estimation rather than one trained via MLL estimation in various state-of-the-art KD frameworks, the student's classification accuracy consistently increases, with the gain of up to 3.32\%. This suggests that the teacher's BCPD estimate provided by MCMI method is more accurate than that provided by MLL method. In addition, we show that such improvements in the student's accuracy are more drastic in zero-shot and few-shot settings. Notably, the student's accuracy increases with the gain of up to 5.72\% when 5\% of the training samples are available to the student (few-shot), and increases from 0\% to as high as 84\% for an omitted class (zero-shot). The code is available at https://github.com/iclr2024mcmi/ICLRMCMI.

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

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.

Although large language models (LLMs) have been assessed for general medical knowledge using medical licensing exams, their ability to effectively support clinical decision-making tasks, such as selecting and using medical calculators, remains uncertain. Here, we evaluate the capability of both medical trainees and LLMs to recommend medical calculators in response to various multiple-choice clinical scenarios such as risk stratification, prognosis, and disease diagnosis. We assessed eight LLMs, including open-source, proprietary, and domain-specific models, with 1,009 question-answer pairs across 35 clinical calculators and measured human performance on a subset of 100 questions. While the highest-performing LLM, GPT-4o, provided an answer accuracy of 74.3% (CI: 71.5-76.9%), human annotators, on average, outperformed LLMs with an accuracy of 79.5% (CI: 73.5-85.0%). With error analysis showing that the highest-performing LLMs continue to make mistakes in comprehension (56.6%) and calculator knowledge (8.1%), our findings emphasize that humans continue to surpass LLMs on complex clinical tasks such as calculator recommendation.

Knowledge Distillation (KD) is a model-agnostic technique to improve model quality while having a fixed capacity budget. It is a commonly used technique for model compression, where a larger capacity teacher model with better quality is used to train a more compact student model with better inference efficiency. Through distillation, one hopes to benefit from student's compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student model's training dynamics remains under-explored. In this paper, we categorize teacher's knowledge into three hierarchical levels and study its effects on knowledge distillation: (1) knowledge of the `universe', where KD brings a regularization effect through label smoothing; (2) domain knowledge, where teacher injects class relationships prior to student's logit layer geometry; and (3) instance specific knowledge, where teacher rescales student model's per-instance gradients based on its measurement on the event difficulty. Using systematic analyses and extensive empirical studies on both synthetic and real-world datasets, we confirm that the aforementioned three factors play a major role in knowledge distillation. Furthermore, based on our findings, we diagnose some of the failure cases of applying KD from recent studies.

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%.

Training a neural network requires choosing a suitable learning rate, which involves a trade-off between speed and effectiveness of convergence. While there has been considerable theoretical and empirical analysis of how large the learning rate can be, most prior work focuses only on late-stage training. In this work, we introduce the maximal initial learning rate eta^{ast} - the largest learning rate at which a randomly initialized neural network can successfully begin training and achieve (at least) a given threshold accuracy. Using a simple approach to estimate eta^{ast}, we observe that in constant-width fully-connected ReLU networks, eta^{ast} behaves differently from the maximum learning rate later in training. Specifically, we find that eta^{ast} is well predicted as a power of depth times width, provided that (i) the width of the network is sufficiently large compared to the depth, and (ii) the input layer is trained at a relatively small learning rate. We further analyze the relationship between eta^{ast} and the sharpness lambda_{1} of the network at initialization, indicating they are closely though not inversely related. We formally prove bounds for lambda_{1} in terms of depth times width that align with our empirical results.

We aim to understand grokking, a phenomenon where models generalize long after overfitting their training set. We present both a microscopic analysis anchored by an effective theory and a macroscopic analysis of phase diagrams describing learning performance across hyperparameters. We find that generalization originates from structured representations whose training dynamics and dependence on training set size can be predicted by our effective theory in a toy setting. We observe empirically the presence of four learning phases: comprehension, grokking, memorization, and confusion. We find representation learning to occur only in a "Goldilocks zone" (including comprehension and grokking) between memorization and confusion. We find on transformers the grokking phase stays closer to the memorization phase (compared to the comprehension phase), leading to delayed generalization. The Goldilocks phase is reminiscent of "intelligence from starvation" in Darwinian evolution, where resource limitations drive discovery of more efficient solutions. This study not only provides intuitive explanations of the origin of grokking, but also highlights the usefulness of physics-inspired tools, e.g., effective theories and phase diagrams, for understanding deep learning.

We show that a GPT-3 model can learn to express uncertainty about its own answers in natural language -- without use of model logits. When given a question, the model generates both an answer and a level of confidence (e.g. "90% confidence" or "high confidence"). These levels map to probabilities that are well calibrated. The model also remains moderately calibrated under distribution shift, and is sensitive to uncertainty in its own answers, rather than imitating human examples. To our knowledge, this is the first time a model has been shown to express calibrated uncertainty about its own answers in natural language. For testing calibration, we introduce the CalibratedMath suite of tasks. We compare the calibration of uncertainty expressed in words ("verbalized probability") to uncertainty extracted from model logits. Both kinds of uncertainty are capable of generalizing calibration under distribution shift. We also provide evidence that GPT-3's ability to generalize calibration depends on pre-trained latent representations that correlate with epistemic uncertainty over its answers.

Knowledge distillation is a model compression technique in which a compact "student" network is trained to replicate the predictive behavior of a larger "teacher" network. In logit-based knowledge distillation, it has become the de facto approach to augment cross-entropy with a distillation term. Typically, this term is either a KL divergence that matches marginal probabilities or a correlation-based loss that captures intra- and inter-class relationships. In every case, it acts as an additional term to cross-entropy. This term has its own weight, which must be carefully tuned. In this paper, we adopt a choice-theoretic perspective and recast knowledge distillation under the Plackett-Luce model by interpreting teacher logits as "worth" scores. We introduce "Plackett-Luce Distillation (PLD)", a weighted list-wise ranking loss. In PLD, the teacher model transfers knowledge of its full ranking of classes, weighting each ranked choice by its own confidence. PLD directly optimizes a single "teacher-optimal" ranking. The true label is placed first, followed by the remaining classes in descending teacher confidence. This process yields a convex and translation-invariant surrogate that subsumes weighted cross-entropy. Empirically, across CIFAR-100, ImageNet-1K, and MS-COCO, PLD achieves consistent gains across diverse architectures and distillation objectives, including divergence-based, correlation-based, and feature-based methods, in both homogeneous and heterogeneous teacher-student pairs.

We propose a new test to measure a text model's multitask accuracy. The test covers 57 tasks including elementary mathematics, US history, computer science, law, and more. To attain high accuracy on this test, models must possess extensive world knowledge and problem solving ability. We find that while most recent models have near random-chance accuracy, the very largest GPT-3 model improves over random chance by almost 20 percentage points on average. However, on every one of the 57 tasks, the best models still need substantial improvements before they can reach expert-level accuracy. Models also have lopsided performance and frequently do not know when they are wrong. Worse, they still have near-random accuracy on some socially important subjects such as morality and law. By comprehensively evaluating the breadth and depth of a model's academic and professional understanding, our test can be used to analyze models across many tasks and to identify important shortcomings.

Directly learning from examples of random difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order, from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. This paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF), drawing inspiration from psychometrics. We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty values. Leveraging IRT, we propose a Dynamic Data Selection via Model Ability Estimation (DDS-MAE) strategy to schedule the appropriate amount of data during model training. Since our difficulty labeling and model ability estimation are based on a consistent theory, namely IRT, their values are comparable within the same scope, potentially leading to a faster convergence compared to the other CL methods. Experimental results demonstrate that fine-tuning pre-trained language models with PUDF enhances their performance on the GLUE benchmark. Moreover, PUDF surpasses other state-of-the-art (SOTA) CL methods on the GLUE benchmark. We further explore the components of PUDF, namely the difficulty measurer (IRT-AC) and the training scheduler (DDS-MAE) qualitatively and quantitatively. Lastly, we conduct an ablation study to clarify which components of PUDF contribute to faster convergence and higher accuracy.

When an agent encounters a continual stream of new tasks in the lifelong learning setting, it leverages the knowledge it gained from the earlier tasks to help learn the new tasks better. In such a scenario, identifying an efficient knowledge representation becomes a challenging problem. Most research works propose to either store a subset of examples from the past tasks in a replay buffer, dedicate a separate set of parameters to each task or penalize excessive updates over parameters by introducing a regularization term. While existing methods employ the general task-agnostic stochastic gradient descent update rule, we propose a task-aware optimizer that adapts the learning rate based on the relatedness among tasks. We utilize the directions taken by the parameters during the updates by accumulating the gradients specific to each task. These task-based accumulated gradients act as a knowledge base that is maintained and updated throughout the stream. We empirically show that our proposed adaptive learning rate not only accounts for catastrophic forgetting but also allows positive backward transfer. We also show that our method performs better than several state-of-the-art methods in lifelong learning on complex datasets with a large number of tasks.

Machine unlearning can be useful for removing harmful capabilities and memorized text from large language models (LLMs), but there are not yet standardized methods for rigorously evaluating it. In this paper, we first survey techniques and limitations of existing unlearning evaluations. Second, we apply a comprehensive set of tests for the robustness and competitiveness of unlearning in the "Who's Harry Potter" (WHP) model from Eldan and Russinovich (2023). While WHP's unlearning generalizes well when evaluated with the "Familiarity" metric from Eldan and Russinovich, we find i) higher-than-baseline amounts of knowledge can reliably be extracted, ii) WHP performs on par with the original model on Harry Potter Q&A tasks, iii) it represents latent knowledge comparably to the original model, and iv) there is collateral unlearning in related domains. Overall, our results highlight the importance of comprehensive unlearning evaluation that avoids ad-hoc metrics.

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.

Rote learning is a memorization technique based on repetition. It is commonly believed to hinder generalization by encouraging verbatim memorization rather than deeper understanding. This insight holds for even learning factual knowledge that inevitably requires a certain degree of memorization. In this work, we demonstrate that LLMs can be trained to generalize from rote memorized data. We introduce a two-phase memorize-then-generalize framework, where the model first rote memorizes factual subject-object associations using a semantically meaningless token and then learns to generalize by fine-tuning on a small set of semantically meaningful prompts. Extensive experiments over 8 LLMs show that the models can reinterpret rote memorized data through the semantically meaningful prompts, as evidenced by the emergence of structured, semantically aligned latent representations between the two. This surprising finding opens the door to both effective and efficient knowledge injection and possible risks of repurposing the memorized data for malicious usage.

We present RACE, a new dataset for benchmark evaluation of methods in the reading comprehension task. Collected from the English exams for middle and high school Chinese students in the age range between 12 to 18, RACE consists of near 28,000 passages and near 100,000 questions generated by human experts (English instructors), and covers a variety of topics which are carefully designed for evaluating the students' ability in understanding and reasoning. In particular, the proportion of questions that requires reasoning is much larger in RACE than that in other benchmark datasets for reading comprehension, and there is a significant gap between the performance of the state-of-the-art models (43%) and the ceiling human performance (95%). We hope this new dataset can serve as a valuable resource for research and evaluation in machine comprehension. The dataset is freely available at http://www.cs.cmu.edu/~glai1/data/race/ and the code is available at https://github.com/qizhex/RACE_AR_baselines.

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.

There is increasing evidence that question-answering (QA) systems with Large Language Models (LLMs), which employ a knowledge graph/semantic representation of an enterprise SQL database (i.e. Text-to-SPARQL), achieve higher accuracy compared to systems that answer questions directly on SQL databases (i.e. Text-to-SQL). Our previous benchmark research showed that by using a knowledge graph, the accuracy improved from 16% to 54%. The question remains: how can we further improve the accuracy and reduce the error rate? Building on the observations of our previous research where the inaccurate LLM-generated SPARQL queries followed incorrect paths, we present an approach that consists of 1) Ontology-based Query Check (OBQC): detects errors by leveraging the ontology of the knowledge graph to check if the LLM-generated SPARQL query matches the semantic of ontology and 2) LLM Repair: use the error explanations with an LLM to repair the SPARQL query. Using the chat with the data benchmark, our primary finding is that our approach increases the overall accuracy to 72% including an additional 8% of "I don't know" unknown results. Thus, the overall error rate is 20%. These results provide further evidence that investing knowledge graphs, namely the ontology, provides higher accuracy for LLM powered question answering systems.

The ability (and inability) of large language models (LLMs) to perform arithmetic tasks has been the subject of much theoretical and practical debate. We show that LLMs are frequently able to correctly and confidently predict the first digit of n-digit by m-digit multiplication tasks without using chain of thought reasoning, despite these tasks require compounding operations to solve. Simultaneously, LLMs in practice often fail to correctly or confidently predict the last digit of an n-digit by m-digit multiplication, a task equivalent to 1-digit by 1-digit multiplication which can be easily learned or memorized. We show that the latter task can be solved more robustly when the LLM is conditioned on all of the correct higher-order digits, which on average increases the confidence of the correct last digit on 5-digit by 5-digit multiplication tasks using Llama 2-13B by over 230% (0.13 to 0.43) and Mistral-7B by 150% (0.22 to 0.55).

Humans are good at learning on the job: We learn how to solve the tasks we face as we go along. Can a model do the same? We propose an agent that assembles a task-specific curriculum, called test-time curriculum (TTC-RL), and applies reinforcement learning to continue training the model for its target task. The test-time curriculum avoids time-consuming human curation of datasets by automatically selecting the most task-relevant data from a large pool of available training data. Our experiments demonstrate that reinforcement learning on a test-time curriculum consistently improves the model on its target tasks, across a variety of evaluations and models. Notably, on challenging math and coding benchmarks, TTC-RL improves the pass@1 of Qwen3-8B by approximately 1.8x on AIME25 and 2.1x on CodeElo. Moreover, we find that TTC-RL significantly raises the performance ceiling compared to the initial model, increasing pass@8 on AIME25 from 40% to 62% and on CodeElo from 28% to 43%. Our findings show the potential of test-time curricula in extending the test-time scaling paradigm to continual training on thousands of task-relevant experiences during test-time.

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.

Large language Models (LLMs) have demonstrated remarkable skills across various domains. Understanding the mechanisms behind their abilities and implementing controls over them is becoming increasingly important for developing better models. In this paper, we focus on skill unlearning in LLMs, specifically unlearning a particular skill while retaining their overall capabilities. We introduce two lightweight, training-free machine skill unlearning techniques for LLMs. First, we observe that the pre-activation distribution of neurons in each Feed-Forward Layer (FFL) differs when the model demonstrates different skills. Additionally, we find that queries triggering the same skill cluster within the FFL key space and can be separated from other queries using a hypercube. Based on these observations, we propose two lightweight, training-free skill unlearning methods via intervention and abstention respectively: Neuron Adjust and Key Space Detection. We evaluate our methods on unlearning math-solving, Python-coding, and comprehension skills across seven different languages. The results demonstrate their strong unlearning capabilities for the designated skills. Specifically, Key Space Detection achieves over 80\% relative performance drop on the forgetting skill and less than 10\% relative performance drop on other skills and the model's general knowledge (MMLU) for most unlearning tasks. Our code is available at https://github.com/Trustworthy-ML-Lab/effective_skill_unlearning

Despite the recent observation that large language models (LLMs) can store substantial factual knowledge, there is a limited understanding of the mechanisms of how they acquire factual knowledge through pretraining. This work addresses this gap by studying how LLMs acquire factual knowledge during pretraining. The findings reveal several important insights into the dynamics of factual knowledge acquisition during pretraining. First, counterintuitively, we observe that pretraining on more data shows no significant improvement in the model's capability to acquire and maintain factual knowledge. Next, there is a power-law relationship between training steps and forgetting of memorization and generalization of factual knowledge, and LLMs trained with duplicated training data exhibit faster forgetting. Third, training LLMs with larger batch sizes can enhance the models' robustness to forgetting. Overall, our observations suggest that factual knowledge acquisition in LLM pretraining occurs by progressively increasing the probability of factual knowledge presented in the pretraining data at each step. However, this increase is diluted by subsequent forgetting. Based on this interpretation, we demonstrate that we can provide plausible explanations for recently observed behaviors of LLMs, such as the poor performance of LLMs on long-tail knowledge and the benefits of deduplicating the pretraining corpus.

We find that the cross-entropy loss curves of neural language models empirically adhere to a scaling law with learning rate (LR) annealing over training steps (s): $L(s) = L_0 + Acdot S_1^{-alpha} - Ccdot S_2 Where S_1 is forward area and S_2$ is learning rate annealing area. This formulation takes into account two factors: (1) The forward scaling defined as typical scaling law, and (2) the additional loss drop brought by LR annealing. Therefore, this formulation can describe the full loss curve at each step, rather than the single loss point at the end of training. Applying the scaling law with LR annealing and fitting only one or two training curves, we can accurately predict the loss of language model training at any given step and across any learning rate scheduler (LRS). Furthermore, this equation accurately describes the dynamics during training process, and provides a theoretical verification and explanation for numerous experimental findings of previous studies, particularly those focusing on LR schedule and LR annealing. The resulting insights, also serve as a guide for researchers to select critical LRS in advance by prediction using our equation. Most significantly, since all the points in a full training curve follow the equation, we can achieve accurate loss prediction at any given step across any learning rate scheduler, while expending less than 1\% of the computational cost required by the chinchilla scaling law to fit language modeling loss. This approach extremely democratizes scaling law fitting and predicting in developing large language models.

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.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Knowledge distillation (KD) is a key technique for compressing large language models into smaller ones while preserving performance. Despite the recent traction of KD research, its effectiveness for smaller language models (LMs) and the mechanisms driving knowledge transfer remain underexplored. In this work, we present the first large-scale empirical and statistical analysis of KD across models ranging from 0.5B to 7B parameters on 14 complex reasoning tasks in a zero-shot setting. Our findings reveal that KD can improve the average performance of smaller models by up to 10%, with a peak task specific gain of 22%, while providing only marginal benefits (sim 1.3%) for larger models. Surprisingly, teacher performance has a minimal impact on student outcomes, while teacher task expertise impacts KD effectiveness. A correlation study indicates that smaller LMs benefit more from KD, whereas larger LMs show diminished gains. Additionally, we uncover a misalignment between improvements in student performance and reasoning fidelity, suggesting that while KD enhances accuracy, it does not always maintain the structured decision-making processes of the teacher. Our ablation study further highlights the importance of teacher signals and logit smoothing in influencing students' performance after distillation. Overall, our study offers a comprehensive empirical and statistical assessment of KD, highlighting both its benefits and trade-offs when distilling knowledge from larger to smaller LMs.

Reinforcement learning (RL) has proven effective for fine-tuning large language models (LLMs), significantly enhancing their reasoning abilities in domains such as mathematics and code generation. A crucial factor influencing RL fine-tuning success is the training curriculum: the order in which training problems are presented. While random curricula serve as common baselines, they remain suboptimal; manually designed curricula often rely heavily on heuristics, and online filtering methods can be computationally prohibitive. To address these limitations, we propose Self-Evolving Curriculum (SEC), an automatic curriculum learning method that learns a curriculum policy concurrently with the RL fine-tuning process. Our approach formulates curriculum selection as a non-stationary Multi-Armed Bandit problem, treating each problem category (e.g., difficulty level or problem type) as an individual arm. We leverage the absolute advantage from policy gradient methods as a proxy measure for immediate learning gain. At each training step, the curriculum policy selects categories to maximize this reward signal and is updated using the TD(0) method. Across three distinct reasoning domains: planning, inductive reasoning, and mathematics, our experiments demonstrate that SEC significantly improves models' reasoning capabilities, enabling better generalization to harder, out-of-distribution test problems. Additionally, our approach achieves better skill balance when fine-tuning simultaneously on multiple reasoning domains. These findings highlight SEC as a promising strategy for RL fine-tuning of LLMs.

The learning rate warmup heuristic achieves remarkable success in stabilizing training, accelerating convergence and improving generalization for adaptive stochastic optimization algorithms like RMSprop and Adam. Here, we study its mechanism in details. Pursuing the theory behind warmup, we identify a problem of the adaptive learning rate (i.e., it has problematically large variance in the early stage), suggest warmup works as a variance reduction technique, and provide both empirical and theoretical evidence to verify our hypothesis. We further propose RAdam, a new variant of Adam, by introducing a term to rectify the variance of the adaptive learning rate. Extensive experimental results on image classification, language modeling, and neural machine translation verify our intuition and demonstrate the effectiveness and robustness of our proposed method. All implementations are available at: https://github.com/LiyuanLucasLiu/RAdam.

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.

Large language models learn and continually learn through the accumulation of gradient-based updates, but how individual pieces of new information affect existing knowledge, leading to both beneficial generalization and problematic hallucination, remains poorly understood. We demonstrate that when learning new information, LLMs exhibit a "priming" effect: learning a new fact can cause the model to inappropriately apply that knowledge in unrelated contexts. To systematically study this phenomenon, we introduce "Outlandish," a carefully curated dataset of 1320 diverse text samples designed to probe how new knowledge permeates through an LLM's existing knowledge base. Using this dataset, we show that the degree of priming after learning new information can be predicted by measuring the token probability of key words before learning. This relationship holds robustly across different model architectures (PALM-2, Gemma, Llama), sizes, and training stages. Finally, we develop two novel techniques to modulate how new knowledge affects existing model behavior: (1) a ``stepping-stone'' text augmentation strategy and (2) an ``ignore-k'' update pruning method. These approaches reduce undesirable priming effects by 50-95\% while preserving the model's ability to learn new information. Our findings provide both empirical insights into how LLMs learn and practical tools for improving the specificity of knowledge insertion in language models. Further materials: https://sunchipsster1.github.io/projects/outlandish/

One of the most profound challenges of modern machine learning is performing well on the long-tail of rare and underrepresented features. Large general-purpose models are trained for many tasks, but work best on high-frequency use cases. After training, it is hard to adapt a model to perform well on specific use cases underrepresented in the training corpus. Relying on prompt engineering or few-shot examples to maximize the output quality on a particular test case can be frustrating, as models can be highly sensitive to small changes, react in unpredicted ways or rely on a fixed system prompt for maintaining performance. In this work, we ask: "Can we optimize our training protocols to both improve controllability and performance on underrepresented use cases at inference time?" We revisit the divide between training and inference techniques to improve long-tail performance while providing users with a set of control levers the model is trained to be responsive to. We create a detailed taxonomy of data characteristics and task provenance to explicitly control generation attributes and implicitly condition generations at inference time. We fine-tune a base model to infer these markers automatically, which makes them optional at inference time. This principled and flexible approach yields pronounced improvements in performance, especially on examples from the long tail of the training distribution. While we observe an average lift of 5.7% win rates in open-ended generation quality with our markers, we see over 9.1% gains in underrepresented domains. We also observe relative lifts of up to 14.1% on underrepresented tasks like CodeRepair and absolute improvements of 35.3% on length instruction following evaluations.

Knowledge distillation (KD) is a common approach to compress a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, in the context of autoregressive language models (LMs), we empirically find that larger teacher LMs might dramatically result in a poorer student. In response to this problem, we conduct a series of analyses and reveal that different tokens have different teaching modes, neglecting which will lead to performance degradation. Motivated by this, we propose a simple yet effective adaptive teaching approach (ATKD) to improve the KD. The core of ATKD is to reduce rote learning and make teaching more diverse and flexible. Extensive experiments on 8 LM tasks show that, with the help of ATKD, various baseline KD methods can achieve consistent and significant performance gains (up to +3.04% average score) across all model types and sizes. More encouragingly, ATKD can improve the student model generalization effectively.

We teach goal-driven agents to interactively act and speak in situated environments by training on generated curriculums. Our agents operate in LIGHT (Urbanek et al. 2019) -- a large-scale crowd-sourced fantasy text adventure game wherein an agent perceives and interacts with the world through textual natural language. Goals in this environment take the form of character-based quests, consisting of personas and motivations. We augment LIGHT by learning to procedurally generate additional novel textual worlds and quests to create a curriculum of steadily increasing difficulty for training agents to achieve such goals. In particular, we measure curriculum difficulty in terms of the rarity of the quest in the original training distribution -- an easier environment is one that is more likely to have been found in the unaugmented dataset. An ablation study shows that this method of learning from the tail of a distribution results in significantly higher generalization abilities as measured by zero-shot performance on never-before-seen quests.

In industry NLP application, our manually labeled data has a certain number of noisy data. We present a simple method to find the noisy data and relabel them manually, meanwhile we collect the correction information. Then we present novel method to incorporate the human correction information into deep learning model. Human know how to correct noisy data. So the correction information can be inject into deep learning model. We do the experiment on our own text classification dataset, which is manually labeled, because we need to relabel the noisy data in our dataset for our industry application. The experiment result shows that our learn-on-correction method improve the classification accuracy from 91.7% to 92.5% in test dataset. The 91.7% accuracy is trained on the corrected dataset, which improve the baseline from 83.3% to 91.7% in test dataset. The accuracy under human evaluation achieves more than 97%.

Learning from preference feedback has emerged as an essential step for improving the generation quality and performance of modern language models (LMs). Despite its widespread use, the way preference-based learning is applied varies wildly, with differing data, learning algorithms, and evaluations used, making disentangling the impact of each aspect difficult. In this work, we identify four core aspects of preference-based learning: preference data, learning algorithm, reward model, and policy training prompts, systematically investigate the impact of these components on downstream model performance, and suggest a recipe for strong learning for preference feedback. Our findings indicate that all aspects are important for performance, with better preference data leading to the largest improvements, followed by the choice of learning algorithm, the use of improved reward models, and finally the use of additional unlabeled prompts for policy training. Notably, PPO outperforms DPO by up to 2.5% in math and 1.2% in general domains. High-quality preference data leads to improvements of up to 8% in instruction following and truthfulness. Despite significant gains of up to 5% in mathematical evaluation when scaling up reward models, we surprisingly observe marginal improvements in other categories. We publicly release the code used for training (https://github.com/hamishivi/EasyLM) and evaluating (https://github.com/allenai/open-instruct) our models, along with the models and datasets themselves (https://huggingface.co/collections/allenai/tulu-v25-suite-66676520fd578080e126f618).

Large language models (LLMs) undergo a three-phase training process: unsupervised pre-training, supervised fine-tuning (SFT), and learning from human feedback (RLHF/DPO). Notably, it is during the final phase that these models are exposed to negative examples -- incorrect, rejected, or suboptimal responses to queries. This paper delves into the role of negative examples in the training of LLMs, using a likelihood-ratio (Likra) model on multiple-choice question answering benchmarks to precisely manage the influence and the volume of negative examples. Our findings reveal three key insights: (1) During a critical phase in training, Likra with negative examples demonstrates a significantly larger improvement per training example compared to SFT using only positive examples. This leads to a sharp jump in the learning curve for Likra unlike the smooth and gradual improvement of SFT; (2) negative examples that are plausible but incorrect (near-misses) exert a greater influence; and (3) while training with positive examples fails to significantly decrease the likelihood of plausible but incorrect answers, training with negative examples more accurately identifies them. These results indicate a potentially significant role for negative examples in improving accuracy and reducing hallucinations for LLMs.

Learning classifiers using skewed or imbalanced datasets can occasionally lead to classification issues; this is a serious issue. In some cases, one class contains the majority of examples while the other, which is frequently the more important class, is nevertheless represented by a smaller proportion of examples. Using this kind of data could make many carefully designed machine-learning systems ineffective. High training fidelity was a term used to describe biases vs. all other instances of the class. The best approach to all possible remedies to this issue is typically to gain from the minority class. The article examines the most widely used methods for addressing the problem of learning with a class imbalance, including data-level, algorithm-level, hybrid, cost-sensitive learning, and deep learning, etc. including their advantages and limitations. The efficiency and performance of the classifier are assessed using a myriad of evaluation metrics.

One out of four children in India are leaving grade eight without basic reading skills. Measuring the reading levels in a vast country like India poses significant hurdles. Recent advances in machine learning opens up the possibility of automating this task. However, the datasets of children's speech are not only rare but are primarily in English. To solve this assessment problem and advance deep learning research in regional Indian languages, we present the ASER dataset of children in the age group of 6-14. The dataset consists of 5,301 subjects generating 81,330 labeled audio clips in Hindi, Marathi and English. These labels represent expert opinions on the child's ability to read at a specified level. Using this dataset, we built a simple ASR-based classifier. Early results indicate that we can achieve a prediction accuracy of 86% for the English language. Considering the ASER survey spans half a million subjects, this dataset can grow to those scales.

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.

Suppose Alice trains an open-weight language model and Bob uses a blackbox derivative of Alice's model to produce text. Can Alice prove that Bob is using her model, either by querying Bob's derivative model (query setting) or from the text alone (observational setting)? We formulate this question as an independence testing problem--in which the null hypothesis is that Bob's model or text is independent of Alice's randomized training run--and investigate it through the lens of palimpsestic memorization in language models: models are more likely to memorize data seen later in training, so we can test whether Bob is using Alice's model using test statistics that capture correlation between Bob's model or text and the ordering of training examples in Alice's training run. If Alice has randomly shuffled her training data, then any significant correlation amounts to exactly quantifiable statistical evidence against the null hypothesis, regardless of the composition of Alice's training data. In the query setting, we directly estimate (via prompting) the likelihood Bob's model gives to Alice's training examples and order; we correlate the likelihoods of over 40 fine-tunes of various Pythia and OLMo base models ranging from 1B to 12B parameters with the base model's training data order, achieving a p-value on the order of at most 1e-8 in all but six cases. In the observational setting, we try two approaches based on estimating 1) the likelihood of Bob's text overlapping with spans of Alice's training examples and 2) the likelihood of Bob's text with respect to different versions of Alice's model we obtain by repeating the last phase (e.g., 1%) of her training run on reshuffled data. The second approach can reliably distinguish Bob's text from as little as a few hundred tokens; the first does not involve any retraining but requires many more tokens (several hundred thousand) to achieve high power.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

We introduce XCOMPS in this work, a multilingual conceptual minimal pair dataset covering 17 languages. Using this dataset, we evaluate LLMs' multilingual conceptual understanding through metalinguistic prompting, direct probability measurement, and neurolinguistic probing. By comparing base, instruction-tuned, and knowledge-distilled models, we find that: 1) LLMs exhibit weaker conceptual understanding for low-resource languages, and accuracy varies across languages despite being tested on the same concept sets. 2) LLMs excel at distinguishing concept-property pairs that are visibly different but exhibit a marked performance drop when negative pairs share subtle semantic similarities. 3) Instruction tuning improves performance in concept understanding but does not enhance internal competence; knowledge distillation can enhance internal competence in conceptual understanding for low-resource languages with limited gains in explicit task performance. 4) More morphologically complex languages yield lower concept understanding scores and require deeper layers for conceptual reasoning.

Despite the advancement of machine learning techniques in recent years, state-of-the-art systems lack robustness to "real world" events, where the input distributions and tasks encountered by the deployed systems will not be limited to the original training context, and systems will instead need to adapt to novel distributions and tasks while deployed. This critical gap may be addressed through the development of "Lifelong Learning" systems that are capable of 1) Continuous Learning, 2) Transfer and Adaptation, and 3) Scalability. Unfortunately, efforts to improve these capabilities are typically treated as distinct areas of research that are assessed independently, without regard to the impact of each separate capability on other aspects of the system. We instead propose a holistic approach, using a suite of metrics and an evaluation framework to assess Lifelong Learning in a principled way that is agnostic to specific domains or system techniques. Through five case studies, we show that this suite of metrics can inform the development of varied and complex Lifelong Learning systems. We highlight how the proposed suite of metrics quantifies performance trade-offs present during Lifelong Learning system development - both the widely discussed Stability-Plasticity dilemma and the newly proposed relationship between Sample Efficient and Robust Learning. Further, we make recommendations for the formulation and use of metrics to guide the continuing development of Lifelong Learning systems and assess their progress in the future.

Transformers, central to the successes in modern Natural Language Processing, often falter on arithmetic tasks despite their vast capabilities --which paradoxically include remarkable coding abilities. We observe that a crucial challenge is their naive reliance on positional information to solve arithmetic problems with a small number of digits, leading to poor performance on larger numbers. Herein, we delve deeper into the role of positional encoding, and propose several ways to fix the issue, either by modifying the positional encoding directly, or by modifying the representation of the arithmetic task to leverage standard positional encoding differently. We investigate the value of these modifications for three tasks: (i) classical multiplication, (ii) length extrapolation in addition, and (iii) addition in natural language context. For (i) we train a small model on a small dataset (100M parameters and 300k samples) with remarkable aptitude in (direct, no scratchpad) 15 digits multiplication and essentially perfect up to 12 digits, while usual training in this context would give a model failing at 4 digits multiplication. In the experiments on addition, we use a mere 120k samples to demonstrate: for (ii) extrapolation from 10 digits to testing on 12 digits numbers while usual training would have no extrapolation, and for (iii) almost perfect accuracy up to 5 digits while usual training would be correct only up to 3 digits (which is essentially memorization with a training set of 120k samples).

When language models (LMs) are trained to forget (or "unlearn'') a skill, how precisely does their behavior change? We study the behavior of transformer LMs in which tasks have been forgotten via fine-tuning on randomized labels. Such LMs learn to generate near-random predictions for individual examples in the "training'' set used for forgetting. Across tasks, however, LMs exhibit extreme variability in whether LM predictions change on examples outside the training set. In some tasks (like entailment classification), forgetting generalizes robustly, and causes models to produce uninformative predictions on new task instances; in other tasks (like physical commonsense reasoning and scientific question answering) forgetting affects only the training examples, and models continue to perform the "forgotten'' task accurately even for examples very similar to those that appeared in the training set. Dataset difficulty is not predictive of whether a behavior can be forgotten; instead, generalization in forgetting is (weakly) predicted by the confidence of LMs' initial task predictions and the variability of LM representations of training data, with low confidence and low variability both associated with greater generalization. Perhaps most surprisingly, random-label forgetting appears to be somewhat insensitive to the contents of the training set: for example, models trained on science questions with random labels continue to answer other science questions accurately, but begin to produce random labels on entailment classification tasks. Finally, we show that even generalizable forgetting is shallow: linear probes trained on LMs' representations can still perform tasks reliably after forgetting. Our results highlight the difficulty and unpredictability of performing targeted skill removal from models via fine-tuning.

We present the Stanford Question Answering Dataset (SQuAD), a new reading comprehension dataset consisting of 100,000+ questions posed by crowdworkers on a set of Wikipedia articles, where the answer to each question is a segment of text from the corresponding reading passage. We analyze the dataset to understand the types of reasoning required to answer the questions, leaning heavily on dependency and constituency trees. We build a strong logistic regression model, which achieves an F1 score of 51.0%, a significant improvement over a simple baseline (20%). However, human performance (86.8%) is much higher, indicating that the dataset presents a good challenge problem for future research. The dataset is freely available at https://stanford-qa.com

Large language models are trained in two stages: (1) unsupervised pretraining from raw text, to learn general-purpose representations, and (2) large scale instruction tuning and reinforcement learning, to better align to end tasks and user preferences. We measure the relative importance of these two stages by training LIMA, a 65B parameter LLaMa language model fine-tuned with the standard supervised loss on only 1,000 carefully curated prompts and responses, without any reinforcement learning or human preference modeling. LIMA demonstrates remarkably strong performance, learning to follow specific response formats from only a handful of examples in the training data, including complex queries that range from planning trip itineraries to speculating about alternate history. Moreover, the model tends to generalize well to unseen tasks that did not appear in the training data. In a controlled human study, responses from LIMA are either equivalent or strictly preferred to GPT-4 in 43% of cases; this statistic is as high as 58% when compared to Bard and 65% versus DaVinci003, which was trained with human feedback. Taken together, these results strongly suggest that almost all knowledge in large language models is learned during pretraining, and only limited instruction tuning data is necessary to teach models to produce high quality output.

The growing popularity of data mining catalyses the researchers to explore various exciting aspects of education. Early prediction of student performance is an emerging area among them. The researchers have used various predictors in performance modelling studies. Although prior cognition can affect student performance, establishing their relationship is still an open research challenge. Quantifying the knowledge from readily available data is the major challenge here. We have proposed a semantic approach for this purpose. Association mining on nearly 0.35 million observations establishes that prior cognition impacts the student performance. The proposed approach of measuring domain knowledge can help the early performance modelling studies to use it as a predictor.

Curriculum learning plays a crucial role in enhancing the training efficiency of large language models (LLMs) on reasoning tasks. However, existing methods often fail to adequately account for variations in prompt difficulty or rely on simplistic filtering mechanisms to select prompt datasets within a narrow criterion range, resulting in significant computational waste. In this work, we approach the problem from the perspective of reinforcement learning gradient optimization, offering a systematic and theoretical investigation into how to improve the training efficiency of LLMs. We identify two key factors influencing training efficiency: the selection of training prompts and the allocation of rollout quantities across different prompts. Our theoretical analysis reveals that the sampling distribution of prompts dictates the convergence rate of gradient descent, while the allocation of the rollout quantity influences the consistency and stability of overall gradient updates. Based on these insights, we propose CurES, an efficient training method that accelerates convergence and employs Bayesian posterior estimation to minimize computational overhead. Experiments demonstrate that our CurES outperforms Group Relative Policy Optimization (GRPO) by +3.30 points and +4.82 points with 1.5B and 7B models, respectively. Additionally, CurES exhibits faster convergence compared to baselines, including GRPO.

We introduce a comprehensive continual learning dataset and benchmark (CurlL) grounded in human developmental trajectories from ages 5-10, enabling systematic and fine-grained assessment of models' ability to progressively acquire new skills. CurlL spans five developmental stages (0-4) covering ages 5-10, supported by a skill graph that breaks down broad skills into smaller abilities, concrete goals, and measurable indicators, while also capturing which abilities build on others. We generate a 23.4B-token synthetic dataset with controlled skill progression, vocabulary complexity, and format diversity, comprising paragraphs, comprehension-based QA (CQA), skill-testing QA (CSQA), and instruction-response (IR) pairs. Stage-wise token counts range from 2.12B to 6.78B tokens, supporting precise analysis of forgetting, forward transfer, and backward transfer. Using a 135M-parameter transformer trained under independent, joint, and sequential (continual) setups, we show trade-offs in skill retention and transfer efficiency. By mirroring human learning patterns and providing fine-grained control over skill dependencies, this work advances continual learning evaluations for language models.

The predictions of small transformers, trained to calculate the greatest common divisor (GCD) of two positive integers, can be fully characterized by looking at model inputs and outputs. As training proceeds, the model learns a list mathcal D of integers, products of divisors of the base used to represent integers and small primes, and predicts the largest element of mathcal D that divides both inputs. Training distributions impact performance. Models trained from uniform operands only learn a handful of GCD (up to 38 GCD leq100). Log-uniform operands boost performance to 73 GCD leq 100, and a log-uniform distribution of outcomes (i.e. GCD) to 91. However, training from uniform (balanced) GCD breaks explainability.

Recent advances in test-time scaling have led to the emergence of thinking LLMs that exhibit self-reflective behaviors and multi-step reasoning. While RL drives this self-improvement paradigm, a recent study (Gandhi et al., 2025) shows that RL alone does not truly instill these new reasoning abilities - it merely draws out behaviors already present in the base models. This raises a question: How can we train the models that don't exhibit such thinking behavior to develop it in the first place? To this end, we propose ThinkTuning, a GRPO-based interactive training approach where we augment the rollouts of a student model with the guidance from a teacher model. A simple idea from classroom practice inspires our method: a teacher poses a problem, lets the student try an answer, then gives corrective feedback -- enough to point the mind in the right direction and then show the solution. Each piece of feedback reshapes the student's thoughts, leading them to arrive at the correct solution. Similarly, we find that this type of implicit supervision through feedback from a teacher model of the same size improves the reasoning capabilities of the student model. In particular, on average, our method shows a 3.85% improvement over zero-shot baselines across benchmarks, and on MATH-500, AIME and GPQA-Diamond it shows 2.08%, 2.23% and 3.99% improvements over the vanilla-GRPO baseline. Source code is available at https://github.com/3rdAT/ThinkTuning.

Recent work has shown that asking language models to generate reasoning steps improves performance on many reasoning tasks. When moving beyond prompting, this raises the question of how we should supervise such models: outcome-based approaches which supervise the final result, or process-based approaches which supervise the reasoning process itself? Differences between these approaches might naturally be expected not just in final-answer errors but also in reasoning errors, which can be difficult to detect and are problematic in many real-world domains such as education. We run the first comprehensive comparison between process- and outcome-based approaches trained on a natural language task, GSM8K. We find that pure outcome-based supervision produces similar final-answer error rates with less label supervision. However, for correct reasoning steps we find it necessary to use process-based supervision or supervision from learned reward models that emulate process-based feedback. In total, we improve the previous best results from 16.8% to 12.7% final-answer error and 14.0% to 3.4% reasoning error among final-answer-correct solutions.

An algorithm to estimate the evolution of learning curves on the whole of a training data base, based on the results obtained from a portion and using a functional strategy, is introduced. We approximate iteratively the sought value at the desired time, independently of the learning technique used and once a point in the process, called prediction level, has been passed. The proposal proves to be formally correct with respect to our working hypotheses and includes a reliable proximity condition. This allows the user to fix a convergence threshold with respect to the accuracy finally achievable, which extends the concept of stopping criterion and seems to be effective even in the presence of distorting observations. Our aim is to evaluate the training effort, supporting decision making in order to reduce the need for both human and computational resources during the learning process. The proposal is of interest in at least three operational procedures. The first is the anticipation of accuracy gain, with the purpose of measuring how much work is needed to achieve a certain degree of performance. The second relates the comparison of efficiency between systems at training time, with the objective of completing this task only for the one that best suits our requirements. The prediction of accuracy is also a valuable item of information for customizing systems, since we can estimate in advance the impact of settings on both the performance and the development costs. Using the generation of part-of-speech taggers as an example application, the experimental results are consistent with our expectations.

Large language models have demonstrated impressive performance on challenging mathematical reasoning tasks, which has triggered the discussion of whether the performance is achieved by true reasoning capability or memorization. To investigate this question, prior work has constructed mathematical benchmarks when questions undergo simple perturbations -- modifications that still preserve the underlying reasoning patterns of the solutions. However, no work has explored hard perturbations, which fundamentally change the nature of the problem so that the original solution steps do not apply. To bridge the gap, we construct MATH-P-Simple and MATH-P-Hard via simple perturbation and hard perturbation, respectively. Each consists of 279 perturbed math problems derived from level-5 (hardest) problems in the MATH dataset (Hendrycksmath et. al., 2021). We observe significant performance drops on MATH-P-Hard across various models, including o1-mini (-16.49%) and gemini-2.0-flash-thinking (-12.9%). We also raise concerns about a novel form of memorization where models blindly apply learned problem-solving skills without assessing their applicability to modified contexts. This issue is amplified when using original problems for in-context learning. We call for research efforts to address this challenge, which is critical for developing more robust and reliable reasoning models.

We characterize the statistical efficiency of knowledge transfer through n samples from a teacher to a probabilistic student classifier with input space mathcal S over labels mathcal A. We show that privileged information at three progressive levels accelerates the transfer. At the first level, only samples with hard labels are known, via which the maximum likelihood estimator attains the minimax rate {|{mathcal S||{mathcal A}|}/{n}}. The second level has the teacher probabilities of sampled labels available in addition, which turns out to boost the convergence rate lower bound to {{|{mathcal S}||{mathcal A}|}/{n}}. However, under this second data acquisition protocol, minimizing a naive adaptation of the cross-entropy loss results in an asymptotically biased student. We overcome this limitation and achieve the fundamental limit by using a novel empirical variant of the squared error logit loss. The third level further equips the student with the soft labels (complete logits) on {mathcal A} given every sampled input, thereby provably enables the student to enjoy a rate {|{mathcal S}|}/{n} free of |{mathcal A}|. We find any Kullback-Leibler divergence minimizer to be optimal in the last case. Numerical simulations distinguish the four learners and corroborate our theory.

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

Including code in the pre-training data mixture, even for models not specifically designed for code, has become a common practice in LLMs pre-training. While there has been anecdotal consensus among practitioners that code data plays a vital role in general LLMs' performance, there is only limited work analyzing the precise impact of code on non-code tasks. In this work, we systematically investigate the impact of code data on general performance. We ask "what is the impact of code data used in pre-training on a large variety of downstream tasks beyond code generation". We conduct extensive ablations and evaluate across a broad range of natural language reasoning tasks, world knowledge tasks, code benchmarks, and LLM-as-a-judge win-rates for models with sizes ranging from 470M to 2.8B parameters. Across settings, we find a consistent results that code is a critical building block for generalization far beyond coding tasks and improvements to code quality have an outsized impact across all tasks. In particular, compared to text-only pre-training, the addition of code results in up to relative increase of 8.2% in natural language (NL) reasoning, 4.2% in world knowledge, 6.6% improvement in generative win-rates, and a 12x boost in code performance respectively. Our work suggests investments in code quality and preserving code during pre-training have positive impacts.

This study evaluates the performance of ChatGPT variants, GPT-3.5 and GPT-4, both with and without prompt engineering, against solely student work and a mixed category containing both student and GPT-4 contributions in university-level physics coding assignments using the Python language. Comparing 50 student submissions to 50 AI-generated submissions across different categories, and marked blindly by three independent markers, we amassed n = 300 data points. Students averaged 91.9% (SE:0.4), surpassing the highest performing AI submission category, GPT-4 with prompt engineering, which scored 81.1% (SE:0.8) - a statistically significant difference (p = 2.482 times 10^{-10}). Prompt engineering significantly improved scores for both GPT-4 (p = 1.661 times 10^{-4}) and GPT-3.5 (p = 4.967 times 10^{-9}). Additionally, the blinded markers were tasked with guessing the authorship of the submissions on a four-point Likert scale from `Definitely AI' to `Definitely Human'. They accurately identified the authorship, with 92.1% of the work categorized as 'Definitely Human' being human-authored. Simplifying this to a binary `AI' or `Human' categorization resulted in an average accuracy rate of 85.3%. These findings suggest that while AI-generated work closely approaches the quality of university students' work, it often remains detectable by human evaluators.

The training of modern large language models (LLMs) takes place in a regime where most training examples are seen only a few times by the model during the course of training. What does a model remember about such examples seen only a few times during training and how long does that memory persist in the face of continuous training with new examples? Here, we investigate these questions through simple recognition, recall, and retention experiments with LLMs. In recognition experiments, we ask if the model can distinguish the seen example from a novel example; in recall experiments, we ask if the model can correctly recall the seen example when cued by a part of it; and in retention experiments, we periodically probe the model's memory for the original examples as the model is trained continuously with new examples. We find that a single exposure is generally sufficient for a model to achieve near perfect accuracy even in very challenging recognition experiments. We estimate that the recognition performance of even small language models easily exceeds human recognition performance reported in similar experiments with humans (Shepard, 1967). Achieving near perfect recall takes more exposures, but most models can do it in just 3 exposures. The flip side of this remarkable capacity for fast learning is that precise memories are quickly overwritten: recall performance for the original examples drops steeply over the first 10 training updates with new examples, followed by a more gradual decline. Even after 100K updates, however, some of the original examples are still recalled near perfectly. A qualitatively similar retention pattern has been observed in human long-term memory retention studies before (Bahrick, 1984). Finally, recognition is much more robust to interference than recall and memory for natural language sentences is generally superior to memory for stimuli without structure.

Machine reading comprehension tasks require a machine reader to answer questions relevant to the given document. In this paper, we present the first free-form multiple-Choice Chinese machine reading Comprehension dataset (C^3), containing 13,369 documents (dialogues or more formally written mixed-genre texts) and their associated 19,577 multiple-choice free-form questions collected from Chinese-as-a-second-language examinations. We present a comprehensive analysis of the prior knowledge (i.e., linguistic, domain-specific, and general world knowledge) needed for these real-world problems. We implement rule-based and popular neural methods and find that there is still a significant performance gap between the best performing model (68.5%) and human readers (96.0%), especially on problems that require prior knowledge. We further study the effects of distractor plausibility and data augmentation based on translated relevant datasets for English on model performance. We expect C^3 to present great challenges to existing systems as answering 86.8% of questions requires both knowledge within and beyond the accompanying document, and we hope that C^3 can serve as a platform to study how to leverage various kinds of prior knowledge to better understand a given written or orally oriented text. C^3 is available at https://dataset.org/c3/.

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.

We investigate how well large language models (LLMs) generalize across different task difficulties, a key question for effective data curation and evaluation. Existing research is mixed regarding whether training on easier or harder data leads to better results, and whether those gains come on easier or harder test data. We address this question by conducting a systematic evaluation of LLMs' generalization across models, datasets, and fine-grained groups of example difficulty. We rank examples in six datasets using the outputs of thousands of different LLMs and Item Response Theory (IRT), a well-established difficulty metric in educational testing. Unlike prior work, our difficulty ratings are therefore determined solely by the abilities of many different LLMs, excluding human opinions of difficulty. With a more objective, larger-scale, and finer-grained analysis, we show that cross-difficulty generalization is often limited; training on either easy or hard data cannot achieve consistent improvements across the full range of difficulties. These results show the importance of having a range of difficulties in both training and evaluation data for LLMs, and that taking shortcuts with respect to difficulty is risky.

We present Noisy Student Training, a semi-supervised learning approach that works well even when labeled data is abundant. Noisy Student Training achieves 88.4% top-1 accuracy on ImageNet, which is 2.0% better than the state-of-the-art model that requires 3.5B weakly labeled Instagram images. On robustness test sets, it improves ImageNet-A top-1 accuracy from 61.0% to 83.7%, reduces ImageNet-C mean corruption error from 45.7 to 28.3, and reduces ImageNet-P mean flip rate from 27.8 to 12.2. Noisy Student Training extends the idea of self-training and distillation with the use of equal-or-larger student models and noise added to the student during learning. On ImageNet, we first train an EfficientNet model on labeled images and use it as a teacher to generate pseudo labels for 300M unlabeled images. We then train a larger EfficientNet as a student model on the combination of labeled and pseudo labeled images. We iterate this process by putting back the student as the teacher. During the learning of the student, we inject noise such as dropout, stochastic depth, and data augmentation via RandAugment to the student so that the student generalizes better than the teacher. Models are available at https://github.com/tensorflow/tpu/tree/master/models/official/efficientnet. Code is available at https://github.com/google-research/noisystudent.

Large Language Models (LLMs) trained on extensive corpora inevitably retain sensitive data, such as personal privacy information and copyrighted material. Recent advancements in knowledge unlearning involve updating LLM parameters to erase specific knowledge. However, current unlearning paradigms are mired in vague forgetting boundaries, often erasing knowledge indiscriminately. In this work, we introduce KnowUnDo, a benchmark containing copyrighted content and user privacy domains to evaluate if the unlearning process inadvertently erases essential knowledge. Our findings indicate that existing unlearning methods often suffer from excessive unlearning. To address this, we propose a simple yet effective method, MemFlex, which utilizes gradient information to precisely target and unlearn sensitive parameters. Experimental results show that MemFlex is superior to existing methods in both precise knowledge unlearning and general knowledge retaining of LLMs. Code and dataset will be released at https://github.com/zjunlp/KnowUnDo.

Recent work has highlighted the culturally-contingent nature of commonsense knowledge. We introduce AMAMMER{epsilon}, a test set of 525 multiple-choice questions designed to evaluate the commonsense knowledge of English LLMs, relative to the cultural contexts of Ghana and the United States. To create AMAMMER{epsilon}, we select a set of multiple-choice questions (MCQs) from existing commonsense datasets and rewrite them in a multi-stage process involving surveys of Ghanaian and U.S. participants. In three rounds of surveys, participants from both pools are solicited to (1) write correct and incorrect answer choices, (2) rate individual answer choices on a 5-point Likert scale, and (3) select the best answer choice from the newly-constructed MCQ items, in a final validation step. By engaging participants at multiple stages, our procedure ensures that participant perspectives are incorporated both in the creation and validation of test items, resulting in high levels of agreement within each pool. We evaluate several off-the-shelf English LLMs on AMAMMER{epsilon}. Uniformly, models prefer answers choices that align with the preferences of U.S. annotators over Ghanaian annotators. Additionally, when test items specify a cultural context (Ghana or the U.S.), models exhibit some ability to adapt, but performance is consistently better in U.S. contexts than Ghanaian. As large resources are devoted to the advancement of English LLMs, our findings underscore the need for culturally adaptable models and evaluations to meet the needs of diverse English-speaking populations around the world.

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/}.

The development of large language models leads to the formation of a pre-train-then-align paradigm, in which the model is typically pre-trained on a large text corpus and undergoes a tuning stage to align the model with human preference or downstream tasks. In this work, we investigate the relationship between pre-training and fine-tuning by fine-tuning multiple intermediate pre-trained model checkpoints. Our results on 18 datasets suggest that i) continual pre-training improves the model in a latent way that unveils after fine-tuning; ii) with extra fine-tuning, the datasets that the model does not demonstrate capability gain much more than those that the model performs well during the pre-training stage; iii) although model benefits significantly through supervised fine-tuning, it may forget previously known domain knowledge and the tasks that are not seen during fine-tuning; iv) the model resembles high sensitivity to evaluation prompts after supervised fine-tuning, but this sensitivity can be alleviated by more pre-training.

In this paper we study yes/no questions that are naturally occurring --- meaning that they are generated in unprompted and unconstrained settings. We build a reading comprehension dataset, BoolQ, of such questions, and show that they are unexpectedly challenging. They often query for complex, non-factoid information, and require difficult entailment-like inference to solve. We also explore the effectiveness of a range of transfer learning baselines. We find that transferring from entailment data is more effective than transferring from paraphrase or extractive QA data, and that it, surprisingly, continues to be very beneficial even when starting from massive pre-trained language models such as BERT. Our best method trains BERT on MultiNLI and then re-trains it on our train set. It achieves 80.4% accuracy compared to 90% accuracy of human annotators (and 62% majority-baseline), leaving a significant gap for future work.

This study explores the relationship between textual features and Information Engagement (IE) on digital platforms. It highlights the impact of computational linguistics and analytics on user interaction. The READ model is introduced to quantify key predictors like representativeness, ease of use, affect, and distribution, which forecast engagement levels. The model's effectiveness is validated through AB testing and randomized trials, showing strong predictive performance in participation (accuracy: 0.94), perception (accuracy: 0.85), perseverance (accuracy: 0.81), and overall IE (accuracy: 0.97). While participation metrics are strong, perception and perseverance show slightly lower recall and F1-scores, indicating some challenges. The study demonstrates that modifying text based on the READ model's insights leads to significant improvements. For example, increasing representativeness and positive affect boosts selection rates by 11 percent, raises evaluation averages from 3.98 to 4.46, and improves retention rates by 11 percent. These findings highlight the importance of linguistic factors in IE, providing a framework for enhancing digital text engagement. The research offers practical strategies applicable to fields like education, health, and media.

The rise of the phenomenon of the "right to be forgotten" has prompted research on machine unlearning, which grants data owners the right to actively withdraw data that has been used for model training, and requires the elimination of the contribution of that data to the model. A simple method to achieve this is to use the remaining data to retrain the model, but this is not acceptable for other data owners who continue to participate in training. Existing machine unlearning methods have been found to be ineffective in quickly removing knowledge from deep learning models. This paper proposes using a stochastic network as a teacher to expedite the mitigation of the influence caused by forgotten data on the model. We performed experiments on three datasets, and the findings demonstrate that our approach can efficiently mitigate the influence of target data on the model within a single epoch. This allows for one-time erasure and reconstruction of the model, and the reconstruction model achieves the same performance as the retrained model.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

To build a high-quality open-domain chatbot, we introduce the effective training process of PLATO-2 via curriculum learning. There are two stages involved in the learning process. In the first stage, a coarse-grained generation model is trained to learn response generation under the simplified framework of one-to-one mapping. In the second stage, a fine-grained generative model augmented with latent variables and an evaluation model are further trained to generate diverse responses and to select the best response, respectively. PLATO-2 was trained on both Chinese and English data, whose effectiveness and superiority are verified through comprehensive evaluations, achieving new state-of-the-art results.

Policy-based reinforcement learning currently plays an important role in improving LLMs on mathematical reasoning tasks. However, existing rollout-based reinforcement learning methods (GRPO, DAPO, GSPO, etc.) fail to explicitly consider LLMs' learning ability for samples of different difficulty levels, which is contrary to the human cognitive process of mathematical reasoning tasks from easy to difficult. Intuitively, we find that the variance of the rollout group's reward in RLVR partly reflects the difficulty of the current sample for LLMs. Samples that are too easy or too difficult have a lower variance, while samples with moderate difficulty have a higher variance. Based on this, we propose VCRL, a curriculum reinforcement learning framework that dynamically controls the difficulty of training samples based on the variance of group rewards. Experiments on five mathematical benchmarks and two models reveal the advantages of VCRL over the current LLM RL baselines.