Daily Papers

Dataset distillation has emerged as a technique aiming to condense informative features from large, natural datasets into a compact and synthetic form. While recent advancements have refined this technique, its performance is bottlenecked by the prevailing class-specific synthesis paradigm. Under this paradigm, synthetic data is optimized exclusively for a pre-assigned one-hot label, creating an implicit class barrier in feature condensation. This leads to inefficient utilization of the distillation budget and oversight of inter-class feature distributions, which ultimately limits the effectiveness and efficiency, as demonstrated in our analysis. To overcome these constraints, this paper presents the Inter-class Feature Compensator (INFER), an innovative distillation approach that transcends the class-specific data-label framework widely utilized in current dataset distillation methods. Specifically, INFER leverages a Universal Feature Compensator (UFC) to enhance feature integration across classes, enabling the generation of multiple additional synthetic instances from a single UFC input. This significantly improves the efficiency of the distillation budget. Moreover, INFER enriches inter-class interactions during the distillation, thereby enhancing the effectiveness and generalizability of the distilled data. By allowing for the linear interpolation of labels similar to those in the original dataset, INFER meticulously optimizes the synthetic data and dramatically reduces the size of soft labels in the synthetic dataset to almost zero, establishing a new benchmark for efficiency and effectiveness in dataset distillation.

Interactions among features are central to understanding the behavior of machine learning models. Recent research has made significant strides in detecting and quantifying feature interactions in single predictive models. However, we argue that the feature interactions extracted from a single pre-specified model may not be trustworthy since: a well-trained predictive model may not preserve the true feature interactions and there exist multiple well-performing predictive models that differ in feature interaction strengths. Thus, we recommend exploring feature interaction strengths in a model class of approximately equally accurate predictive models. In this work, we introduce the feature interaction score (FIS) in the context of a Rashomon set, representing a collection of models that achieve similar accuracy on a given task. We propose a general and practical algorithm to calculate the FIS in the model class. We demonstrate the properties of the FIS via synthetic data and draw connections to other areas of statistics. Additionally, we introduce a Halo plot for visualizing the feature interaction variance in high-dimensional space and a swarm plot for analyzing FIS in a Rashomon set. Experiments with recidivism prediction and image classification illustrate how feature interactions can vary dramatically in importance for similarly accurate predictive models. Our results suggest that the proposed FIS can provide valuable insights into the nature of feature interactions in machine learning models.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

The traditional process of building interactive machine learning systems can be viewed as a teacher-learner interaction scenario where the machine-learners are trained by one or more human-teachers. In this work, we explore the idea of using a conversational interface to investigate the interaction between human-teachers and interactive machine-learners. Specifically, we examine whether teachable AI agents can reliably learn from human-teachers through conversational interactions, and how this learning compare with traditional supervised learning algorithms. Results validate the concept of teachable conversational agents and highlight the factors relevant for the development of machine learning systems that intend to learn from conversational interactions.

With the availability of various instruction datasets, a pivotal challenge is how to effectively select and integrate these instructions to fine-tune large language models (LLMs). Previous research mainly focuses on selecting individual high-quality instructions. However, these works overlooked the joint interactions and dependencies between different categories of instructions, leading to suboptimal selection strategies. Moreover, the nature of these interaction patterns remains largely unexplored, let alone optimize the instruction set with regard to them. To fill these gaps, in this paper, we: (1) systemically investigate interaction and dependency patterns between different categories of instructions, (2) manage to optimize the instruction set concerning the interaction patterns using a linear programming-based method, and optimize the learning schema of SFT using an instruction dependency taxonomy guided curriculum learning. Experimental results across different LLMs demonstrate improved performance over strong baselines on widely adopted benchmarks.

Friendship and rapport play an important role in the formation of constructive social interactions, and have been widely studied in educational settings due to their impact on student outcomes. Given the growing interest in automating the analysis of such phenomena through Machine Learning (ML), access to annotated interaction datasets is highly valuable. However, no dataset on dyadic child-child interactions explicitly capturing rapport currently exists. Moreover, despite advances in the automatic analysis of human behaviour, no previous work has addressed the prediction of rapport in child-child dyadic interactions in educational settings. We present UpStory -- the Uppsala Storytelling dataset: a novel dataset of naturalistic dyadic interactions between primary school aged children, with an experimental manipulation of rapport. Pairs of children aged 8-10 participate in a task-oriented activity: designing a story together, while being allowed free movement within the play area. We promote balanced collection of different levels of rapport by using a within-subjects design: self-reported friendships are used to pair each child twice, either minimizing or maximizing pair separation in the friendship network. The dataset contains data for 35 pairs, totalling 3h 40m of audio and video recordings. It includes two video sources covering the play area, as well as separate voice recordings for each child. An anonymized version of the dataset is made publicly available, containing per-frame head pose, body pose, and face features; as well as per-pair information, including the level of rapport. Finally, we provide ML baselines for the prediction of rapport.

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce StudyChat, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. StudyChat provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

In many machine learning systems that jointly learn from multiple modalities, a core research question is to understand the nature of multimodal interactions: the emergence of new task-relevant information during learning from both modalities that was not present in either alone. We study this challenge of interaction quantification in a semi-supervised setting with only labeled unimodal data and naturally co-occurring multimodal data (e.g., unlabeled images and captions, video and corresponding audio) but when labeling them is time-consuming. Using a precise information-theoretic definition of interactions, our key contributions are the derivations of lower and upper bounds to quantify the amount of multimodal interactions in this semi-supervised setting. We propose two lower bounds based on the amount of shared information between modalities and the disagreement between separately trained unimodal classifiers, and derive an upper bound through connections to approximate algorithms for min-entropy couplings. We validate these estimated bounds and show how they accurately track true interactions. Finally, two semi-supervised multimodal applications are explored based on these theoretical results: (1) analyzing the relationship between multimodal performance and estimated interactions, and (2) self-supervised learning that embraces disagreement between modalities beyond agreement as is typically done.

We introduce a dynamic benchmarking system for conversational agents that evaluates their performance through a single, simulated, and lengthy userleftrightarrowagent interaction. The interaction is a conversation between the user and agent, where multiple tasks are introduced and then undertaken concurrently. We context switch regularly to interleave the tasks, which constructs a realistic testing scenario in which we assess the Long-Term Memory, Continual Learning, and Information Integration capabilities of the agents. Results from both proprietary and open-source Large-Language Models show that LLMs in general perform well on single-task interactions, but they struggle on the same tasks when they are interleaved. Notably, short-context LLMs supplemented with an LTM system perform as well as or better than those with larger contexts. Our benchmark suggests that there are other challenges for LLMs responding to more natural interactions that contemporary benchmarks have heretofore not been able to capture.

Multimodal machine learning, which studies the information and interactions across various input modalities, has made significant advancements in understanding the relationship between images and descriptive text. However, this is just a portion of the potential multimodal interactions seen in the real world and does not include new interactions between conflicting utterances and gestures in predicting sarcasm, for example. Notably, the current methods for capturing shared information often do not extend well to these more nuanced interactions, sometimes performing as low as 50% in binary classification. In this paper, we address this problem via a new approach called MMOE, which stands for a mixture of multimodal interaction experts. Our method automatically classifies data points from unlabeled multimodal datasets by their interaction type and employs specialized models for each specific interaction. Based on our experiments, this approach improves performance on these challenging interactions by more than 10%, leading to an overall increase of 2% for tasks like sarcasm prediction. As a result, interaction quantification provides new insights for dataset analysis and yields simple approaches that obtain state-of-the-art performance.

Human-object interaction (HOI) detection aims to comprehend the intricate relationships between humans and objects, predicting <human, action, object> triplets, and serving as the foundation for numerous computer vision tasks. The complexity and diversity of human-object interactions in the real world, however, pose significant challenges for both annotation and recognition, particularly in recognizing interactions within an open world context. This study explores the universal interaction recognition in an open-world setting through the use of Vision-Language (VL) foundation models and large language models (LLMs). The proposed method is dubbed as \textbf{UniHOI}. We conduct a deep analysis of the three hierarchical features inherent in visual HOI detectors and propose a method for high-level relation extraction aimed at VL foundation models, which we call HO prompt-based learning. Our design includes an HO Prompt-guided Decoder (HOPD), facilitates the association of high-level relation representations in the foundation model with various HO pairs within the image. Furthermore, we utilize a LLM (i.e. GPT) for interaction interpretation, generating a richer linguistic understanding for complex HOIs. For open-category interaction recognition, our method supports either of two input types: interaction phrase or interpretive sentence. Our efficient architecture design and learning methods effectively unleash the potential of the VL foundation models and LLMs, allowing UniHOI to surpass all existing methods with a substantial margin, under both supervised and zero-shot settings. The code and pre-trained weights are available at: https://github.com/Caoyichao/UniHOI.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

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

We present a straightforward statistical test to detect certain violations of the assumption that the data are Independent and Identically Distributed (IID). The specific form of violation considered is common across real-world applications: whether the examples are ordered in the dataset such that almost adjacent examples tend to have more similar feature values (e.g. due to distributional drift, or attractive interactions between datapoints). Based on a k-Nearest Neighbors estimate, our approach can be used to audit any multivariate numeric data as well as other data types (image, text, audio, etc.) that can be numerically represented, perhaps with model embeddings. Compared with existing methods to detect drift or auto-correlation, our approach is both applicable to more types of data and also able to detect a wider variety of IID violations in practice. Code: https://github.com/cleanlab/cleanlab

Click-through rate prediction is one of the core tasks in commercial recommender systems. It aims to predict the probability of a user clicking a particular item given user and item features. As feature interactions bring in non-linearity, they are widely adopted to improve the performance of CTR prediction models. Therefore, effectively modelling feature interactions has attracted much attention in both the research and industry field. The current approaches can generally be categorized into three classes: (1) na\"ive methods, which do not model feature interactions and only use original features; (2) memorized methods, which memorize feature interactions by explicitly viewing them as new features and assigning trainable embeddings; (3) factorized methods, which learn latent vectors for original features and implicitly model feature interactions through factorization functions. Studies have shown that modelling feature interactions by one of these methods alone are suboptimal due to the unique characteristics of different feature interactions. To address this issue, we first propose a general framework called OptInter which finds the most suitable modelling method for each feature interaction. Different state-of-the-art deep CTR models can be viewed as instances of OptInter. To realize the functionality of OptInter, we also introduce a learning algorithm that automatically searches for the optimal modelling method. We conduct extensive experiments on four large datasets. Our experiments show that OptInter improves the best performed state-of-the-art baseline deep CTR models by up to 2.21%. Compared to the memorized method, which also outperforms baselines, we reduce up to 91% parameters. In addition, we conduct several ablation studies to investigate the influence of different components of OptInter. Finally, we provide interpretable discussions on the results of OptInter.

Large language models (LLMs) provide a compelling foundation for building generally-capable AI agents. These agents may soon be deployed at scale in the real world, representing the interests of individual humans (e.g., AI assistants) or groups of humans (e.g., AI-accelerated corporations). At present, relatively little is known about the dynamics of multiple LLM agents interacting over many generations of iterative deployment. In this paper, we examine whether a "society" of LLM agents can learn mutually beneficial social norms in the face of incentives to defect, a distinctive feature of human sociality that is arguably crucial to the success of civilization. In particular, we study the evolution of indirect reciprocity across generations of LLM agents playing a classic iterated Donor Game in which agents can observe the recent behavior of their peers. We find that the evolution of cooperation differs markedly across base models, with societies of Claude 3.5 Sonnet agents achieving significantly higher average scores than Gemini 1.5 Flash, which, in turn, outperforms GPT-4o. Further, Claude 3.5 Sonnet can make use of an additional mechanism for costly punishment to achieve yet higher scores, while Gemini 1.5 Flash and GPT-4o fail to do so. For each model class, we also observe variation in emergent behavior across random seeds, suggesting an understudied sensitive dependence on initial conditions. We suggest that our evaluation regime could inspire an inexpensive and informative new class of LLM benchmarks, focussed on the implications of LLM agent deployment for the cooperative infrastructure of society.

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

Multi-turn interactions between large language models (LLMs) and users naturally include implicit feedback signals. If an LLM responds in an unexpected way to an instruction, the user is likely to signal it by rephrasing the request, expressing frustration, or pivoting to an alternative task. Such signals are task-independent and occupy a relatively constrained subspace of language, allowing the LLM to identify them even if it fails on the actual task. This creates an avenue for continually learning from interactions without additional annotations. We introduce ReSpect, a method to learn from such signals in past interactions via retrospection. We deploy ReSpect in a new multimodal interaction scenario, where humans instruct an LLM to solve an abstract reasoning task with a combinatorial solution space. Through thousands of interactions with humans, we show how ReSpect gradually improves task completion rate from 31% to 82%, all without any external annotation.

Interactions between humans are diverse and context-dependent, but previous works have treated them as categorical, disregarding the heavy tail of possible interactions. We propose a new paradigm of learning human-human interactions as free text from a single still image, allowing for flexibility in modeling the unlimited space of situations and relationships between people. To overcome the absence of data labelled specifically for this task, we use knowledge distillation applied to synthetic caption data produced by a large language model without explicit supervision. We show that the pseudo-labels produced by this procedure can be used to train a captioning model to effectively understand human-human interactions in images, as measured by a variety of metrics that measure textual and semantic faithfulness and factual groundedness of our predictions. We further show that our approach outperforms SOTA image captioning and situation recognition models on this task. We will release our code and pseudo-labels along with Waldo and Wenda, a manually-curated test set for still image human-human interaction understanding.

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.

Large Language Models (LLMs) perpetuate social biases, reflecting prejudices in their training data and reinforcing societal stereotypes and inequalities. Our work explores the potential of the Contact Hypothesis, a concept from social psychology for debiasing LLMs. We simulate various forms of social contact through LLM prompting to measure their influence on the model's biases, mirroring how intergroup interactions can reduce prejudices in social contexts. We create a dataset of 108,000 prompts following a principled approach replicating social contact to measure biases in three LLMs (LLaMA 2, Tulu, and NousHermes) across 13 social bias dimensions. We propose a unique debiasing technique, Social Contact Debiasing (SCD), that instruction-tunes these models with unbiased responses to prompts. Our research demonstrates that LLM responses exhibit social biases when subject to contact probing, but more importantly, these biases can be significantly reduced by up to 40% in 1 epoch of instruction tuning LLaMA 2 following our SCD strategy. Our code and data are available at https://github.com/chahatraj/breakingbias.

Large language models LLMs like ChatGPT have reached the 100 Mio user barrier in record time and might increasingly enter all areas of our life leading to a diverse set of interactions between those Artificial Intelligence models and humans. While many studies have discussed governance and regulations deductively from first-order principles, few studies provide an inductive, data-driven lens based on observing dialogues between humans and LLMs especially when it comes to non-collaborative, competitive situations that have the potential to pose a serious threat to people. In this work, we conduct a user study engaging over 40 individuals across all age groups in price negotiations with an LLM. We explore how people interact with an LLM, investigating differences in negotiation outcomes and strategies. Furthermore, we highlight shortcomings of LLMs with respect to their reasoning capabilities and, in turn, susceptiveness to prompt hacking, which intends to manipulate the LLM to make agreements that are against its instructions or beyond any rationality. We also show that the negotiated prices humans manage to achieve span a broad range, which points to a literacy gap in effectively interacting with LLMs.

The advances of Generative AI models with interactive capabilities over the past few years offer unique opportunities for socioeconomic mobility. Their potential for scalability, accessibility, affordability, personalizing and convenience sets a first-class opportunity for poverty-stricken countries to adapt and modernize their educational order. As a result, this position paper makes the case for an educational policy framework that would succeed in this transformation by prioritizing vocational and technical training over academic education in sub-Saharan African countries. We highlight substantial applications of Large Language Models, tailor-made to their respective cultural background(s) and needs, that would reinforce their systemic decolonization. Lastly, we provide specific historical examples of diverse states successfully implementing such policies in the elementary steps of their socioeconomic transformation, in order to corroborate our proposal to sub-Saharan African countries to follow their lead.

Although much research has been done on proposing new models or loss functions to improve the generalisation of artificial neural networks (ANNs), less attention has been directed to the impact of the training data on generalisation. In this work, we start from approximating the interaction between samples, i.e. how learning one sample would modify the model's prediction on other samples. Through analysing the terms involved in weight updates in supervised learning, we find that labels influence the interaction between samples. Therefore, we propose the labelled pseudo Neural Tangent Kernel (lpNTK) which takes label information into consideration when measuring the interactions between samples. We first prove that lpNTK asymptotically converges to the empirical neural tangent kernel in terms of the Frobenius norm under certain assumptions. Secondly, we illustrate how lpNTK helps to understand learning phenomena identified in previous work, specifically the learning difficulty of samples and forgetting events during learning. Moreover, we also show that using lpNTK to identify and remove poisoning training samples does not hurt the generalisation performance of ANNs.

Networks provide a powerful formalism for modeling complex systems by using a model of pairwise interactions. But much of the structure within these systems involves interactions that take place among more than two nodes at once; for example, communication within a group rather than person-to person, collaboration among a team rather than a pair of coauthors, or biological interaction between a set of molecules rather than just two. Such higher-order interactions are ubiquitous, but their empirical study has received limited attention, and little is known about possible organizational principles of such structures. Here we study the temporal evolution of 19 datasets with explicit accounting for higher-order interactions. We show that there is a rich variety of structure in our datasets but datasets from the same system types have consistent patterns of higher-order structure. Furthermore, we find that tie strength and edge density are competing positive indicators of higher-order organization, and these trends are consistent across interactions involving differing numbers of nodes. To systematically further the study of theories for such higher-order structures, we propose higher-order link prediction as a benchmark problem to assess models and algorithms that predict higher-order structure. We find a fundamental differences from traditional pairwise link prediction, with a greater role for local rather than long-range information in predicting the appearance of new interactions.

We consider a number of graph kernels and proximity measures including commute time kernel, regularized Laplacian kernel, heat kernel, exponential diffusion kernel (also called "communicability"), etc., and the corresponding distances as applied to clustering nodes in random graphs and several well-known datasets. The model of generating random graphs involves edge probabilities for the pairs of nodes that belong to the same class or different predefined classes of nodes. It turns out that in most cases, logarithmic measures (i.e., measures resulting after taking logarithm of the proximities) perform better while distinguishing underlying classes than the "plain" measures. A comparison in terms of reject curves of inter-class and intra-class distances confirms this conclusion. A similar conclusion can be made for several well-known datasets. A possible origin of this effect is that most kernels have a multiplicative nature, while the nature of distances used in cluster algorithms is an additive one (cf. the triangle inequality). The logarithmic transformation is a tool to transform the first nature to the second one. Moreover, some distances corresponding to the logarithmic measures possess a meaningful cutpoint additivity property. In our experiments, the leader is usually the logarithmic Communicability measure. However, we indicate some more complicated cases in which other measures, typically, Communicability and plain Walk, can be the winners.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

As AI systems enter into a growing number of societal domains, these systems increasingly shape and are shaped by user preferences, opinions, and behaviors. However, the design of AI systems rarely accounts for how AI and users shape one another. In this position paper, we argue for the development of formal interaction models which mathematically specify how AI and users shape one another. Formal interaction models can be leveraged to (1) specify interactions for implementation, (2) monitor interactions through empirical analysis, (3) anticipate societal impacts via counterfactual analysis, and (4) control societal impacts via interventions. The design space of formal interaction models is vast, and model design requires careful consideration of factors such as style, granularity, mathematical complexity, and measurability. Using content recommender systems as a case study, we critically examine the nascent literature of formal interaction models with respect to these use-cases and design axes. More broadly, we call for the community to leverage formal interaction models when designing, evaluating, or auditing any AI system which interacts with users.

Several recent studies have elucidated why knowledge distillation (KD) improves model performance. However, few have researched the other advantages of KD in addition to its improving model performance. In this study, we have attempted to show that KD enhances the interpretability as well as the accuracy of models. We measured the number of concept detectors identified in network dissection for a quantitative comparison of model interpretability. We attributed the improvement in interpretability to the class-similarity information transferred from the teacher to student models. First, we confirmed the transfer of class-similarity information from the teacher to student model via logit distillation. Then, we analyzed how class-similarity information affects model interpretability in terms of its presence or absence and degree of similarity information. We conducted various quantitative and qualitative experiments and examined the results on different datasets, different KD methods, and according to different measures of interpretability. Our research showed that KD models by large models could be used more reliably in various fields.

Multitask Gaussian process (MTGP) is powerful for joint learning of multiple tasks with complicated correlation patterns. However, due to the assembling of additive independent latent functions, all current MTGPs including the salient linear model of coregionalization (LMC) and convolution frameworks cannot effectively represent and learn the hierarchical latent interactions between its latent functions. In this paper, we further investigate the interactions in LMC of MTGP and then propose a novel kernel representation of the hierarchical interactions, which ameliorates both the expressiveness and the interpretability of MTGP. Specifically, we express the interaction as a product of function interaction and coefficient interaction. The function interaction is modeled by using cross convolution of latent functions. The coefficient interaction between the LMCs is described as a cross coregionalization term. We validate that considering the interactions can promote knowledge transferring in MTGP and compare our approach with some state-of-the-art MTGPs on both synthetic- and real-world datasets.

Detecting groups of people who are jointly deceptive in video conversations is crucial in settings such as meetings, sales pitches, and negotiations. Past work on deception in videos focuses on detecting a single deceiver and uses facial or visual features only. In this paper, we propose the concept of Face-to-Face Dynamic Interaction Networks (FFDINs) to model the interpersonal interactions within a group of people. The use of FFDINs enables us to leverage network relations in detecting group deception in video conversations for the first time. We use a dataset of 185 videos from a deception-based game called Resistance. We first characterize the behavior of individual, pairs, and groups of deceptive participants and compare them to non-deceptive participants. Our analysis reveals that pairs of deceivers tend to avoid mutual interaction and focus their attention on non-deceivers. In contrast, non-deceivers interact with everyone equally. We propose Negative Dynamic Interaction Networks to capture the notion of missing interactions. We create the DeceptionRank algorithm to detect deceivers from NDINs extracted from videos that are just one minute long. We show that our method outperforms recent state-of-the-art computer vision, graph embedding, and ensemble methods by at least 20.9% AUROC in identifying deception from videos.

Existing methods, such as concept bottleneck models (CBMs), have been successful in providing concept-based interpretations for black-box deep learning models. They typically work by predicting concepts given the input and then predicting the final class label given the predicted concepts. However, (1) they often fail to capture the high-order, nonlinear interaction between concepts, e.g., correcting a predicted concept (e.g., "yellow breast") does not help correct highly correlated concepts (e.g., "yellow belly"), leading to suboptimal final accuracy; (2) they cannot naturally quantify the complex conditional dependencies between different concepts and class labels (e.g., for an image with the class label "Kentucky Warbler" and a concept "black bill", what is the probability that the model correctly predicts another concept "black crown"), therefore failing to provide deeper insight into how a black-box model works. In response to these limitations, we propose Energy-based Concept Bottleneck Models (ECBMs). Our ECBMs use a set of neural networks to define the joint energy of candidate (input, concept, class) tuples. With such a unified interface, prediction, concept correction, and conditional dependency quantification are then represented as conditional probabilities, which are generated by composing different energy functions. Our ECBMs address both limitations of existing CBMs, providing higher accuracy and richer concept interpretations. Empirical results show that our approach outperforms the state-of-the-art on real-world datasets.

Leveraging an established exercise in negotiation education, we build a novel dataset for studying how the use of language shapes bilateral bargaining. Our dataset extends existing work in two ways: 1) we recruit participants via behavioral labs instead of crowdsourcing platforms and allow participants to negotiate through audio, enabling more naturalistic interactions; 2) we add a control setting where participants negotiate only through alternating, written numeric offers. Despite the two contrasting forms of communication, we find that the average agreed prices of the two treatments are identical. But when subjects can talk, fewer offers are exchanged, negotiations finish faster, the likelihood of reaching agreement rises, and the variance of prices at which subjects agree drops substantially. We further propose a taxonomy of speech acts in negotiation and enrich the dataset with annotated speech acts. Our work also reveals linguistic signals that are predictive of negotiation outcomes.

Productive interactions between diverse users and language technologies require outputs from the latter to be culturally relevant and sensitive. Prior works have evaluated models' knowledge of cultural norms, values, and artifacts, without considering how this knowledge manifests in downstream applications. In this work, we focus on extrinsic evaluation of cultural competence in two text generation tasks, open-ended question answering and story generation. We quantitatively and qualitatively evaluate model outputs when an explicit cue of culture, specifically nationality, is perturbed in the prompts. Although we find that model outputs do vary when varying nationalities and feature culturally relevant words, we also find weak correlations between text similarity of outputs for different countries and the cultural values of these countries. Finally, we discuss important considerations in designing comprehensive evaluation of cultural competence in user-facing tasks.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

Systems of interacting objects often evolve under the influence of field effects that govern their dynamics, yet previous works have abstracted away from such effects, and assume that systems evolve in a vacuum. In this work, we focus on discovering these fields, and infer them from the observed dynamics alone, without directly observing them. We theorize the presence of latent force fields, and propose neural fields to learn them. Since the observed dynamics constitute the net effect of local object interactions and global field effects, recently popularized equivariant networks are inapplicable, as they fail to capture global information. To address this, we propose to disentangle local object interactions -- which are SE(n) equivariant and depend on relative states -- from external global field effects -- which depend on absolute states. We model interactions with equivariant graph networks, and combine them with neural fields in a novel graph network that integrates field forces. Our experiments show that we can accurately discover the underlying fields in charged particles settings, traffic scenes, and gravitational n-body problems, and effectively use them to learn the system and forecast future trajectories.

The applications of generative AI have become extremely impressive, and the interplay between users and AI is even more so. Current human-AI interaction literature has taken a broad look at how humans interact with generative AI, but it lacks specificity regarding the user interface designs and patterns used to create these applications. Therefore, we present a survey that comprehensively presents taxonomies of how a human interacts with AI and the user interaction patterns designed to meet the needs of a variety of relevant use cases. We focus primarily on user-guided interactions, surveying interactions that are initiated by the user and do not include any implicit signals given by the user. With this survey, we aim to create a compendium of different user-interaction patterns that can be used as a reference for designers and developers alike. In doing so, we also strive to lower the entry barrier for those attempting to learn more about the design of generative AI applications.

Chit-chat models are known to have several problems: they lack specificity, do not display a consistent personality and are often not very captivating. In this work we present the task of making chit-chat more engaging by conditioning on profile information. We collect data and train models to (i) condition on their given profile information; and (ii) information about the person they are talking to, resulting in improved dialogues, as measured by next utterance prediction. Since (ii) is initially unknown our model is trained to engage its partner with personal topics, and we show the resulting dialogue can be used to predict profile information about the interlocutors.

Backward compatibility of model predictions is a desired property when updating a machine learning driven application. It allows to seamlessly improve the underlying model without introducing regression bugs. In classification tasks these bugs occur in the form of negative flips. This means an instance that was correctly classified by the old model is now classified incorrectly by the updated model. This has direct negative impact on the user experience of such systems e.g. a frequently used voice assistant query is suddenly misclassified. A common reason to update the model is when new training data becomes available and needs to be incorporated. Simply retraining the model with the updated data introduces the unwanted negative flips. We study the problem of regression during data updates and propose Backward Compatible Weight Interpolation (BCWI). This method interpolates between the weights of the old and new model and we show in extensive experiments that it reduces negative flips without sacrificing the improved accuracy of the new model. BCWI is straight forward to implement and does not increase inference cost. We also explore the use of importance weighting during interpolation and averaging the weights of multiple new models in order to further reduce negative flips.

Models of language trained on very large corpora have been demonstrated useful for NLP. As fixed artifacts, they have become the object of intense study, with many researchers "probing" the extent to which linguistic abstractions, factual and commonsense knowledge, and reasoning abilities they acquire and readily demonstrate. Building on this line of work, we consider a new question: for types of knowledge a language model learns, when during (pre)training are they acquired? We plot probing performance across iterations, using RoBERTa as a case study. Among our findings: linguistic knowledge is acquired fast, stably, and robustly across domains. Facts and commonsense are slower and more domain-sensitive. Reasoning abilities are, in general, not stably acquired. As new datasets, pretraining protocols, and probes emerge, we believe that probing-across-time analyses can help researchers understand the complex, intermingled learning that these models undergo and guide us toward more efficient approaches that accomplish necessary learning faster.

Generating images with a Text-to-Image model often requires multiple trials, where human users iteratively update their prompt based on feedback, namely the output image. Taking inspiration from cognitive work on reference games and dialogue alignment, this paper analyzes the dynamics of the user prompts along such iterations. We compile a dataset of iterative interactions of human users with Midjourney. Our analysis then reveals that prompts predictably converge toward specific traits along these iterations. We further study whether this convergence is due to human users, realizing they missed important details, or due to adaptation to the model's ``preferences'', producing better images for a specific language style. We show initial evidence that both possibilities are at play. The possibility that users adapt to the model's preference raises concerns about reusing user data for further training. The prompts may be biased towards the preferences of a specific model, rather than align with human intentions and natural manner of expression.

Based on the WASSA 2022 Shared Task on Empathy Detection and Emotion Classification, we predict the level of empathic concern and personal distress displayed in essays. For the first stage of this project we implemented a Feed-Forward Neural Network using sentence-level embeddings as features. We experimented with four different embedding models for generating the inputs to the neural network. The subsequent stage builds upon the previous work and we have implemented three types of revisions. The first revision focuses on the enhancements to the model architecture and the training approach. The second revision focuses on handling class imbalance using stratified data sampling. The third revision focuses on leveraging lexical resources, where we apply four different resources to enrich the features associated with the dataset. During the final stage of this project, we have created the final end-to-end system for the primary task using an ensemble of models to revise primary task performance. Additionally, as part of the final stage, these approaches have been adapted to the WASSA 2023 Shared Task on Empathy Emotion and Personality Detection in Interactions, in which the empathic concern, emotion polarity, and emotion intensity in dyadic text conversations are predicted.

Web-scraped datasets are vulnerable to data poisoning, which can be used for backdooring deep image classifiers during training. Since training on large datasets is expensive, a model is trained once and re-used many times. Unlike adversarial examples, backdoor attacks often target specific classes rather than any class learned by the model. One might expect that targeting many classes through a naive composition of attacks vastly increases the number of poison samples. We show this is not necessarily true and more efficient, universal data poisoning attacks exist that allow controlling misclassifications from any source class into any target class with a small increase in poison samples. Our idea is to generate triggers with salient characteristics that the model can learn. The triggers we craft exploit a phenomenon we call inter-class poison transferability, where learning a trigger from one class makes the model more vulnerable to learning triggers for other classes. We demonstrate the effectiveness and robustness of our universal backdoor attacks by controlling models with up to 6,000 classes while poisoning only 0.15% of the training dataset. Our source code is available at https://github.com/Ben-Schneider-code/Universal-Backdoor-Attacks.

Benefiting from the powerful capabilities of large language models (LLMs), agents based on LLMs have shown the potential to address domain-specific tasks and emulate human behaviors. However, the content generated by these agents remains somewhat superficial, owing to their limited domain expertise and the absence of an effective cognitive architecture. To address this, we present the Configurable General Multi-Agent Interaction (CGMI) framework, designed to replicate human interactions in real-world scenarios. Specifically, we propose a tree-structured methodology for the assignment, detection, and maintenance of agent personality. Additionally, we designed a cognitive architecture equipped with a skill library based on the ACT* model, which contains memory, reflection, and planning modules. We have also integrated general agents to augment the virtual environment's realism. Using the CGMI framework, we simulated numerous classroom interactions between teacher and students. The experiments indicate that aspects such as the teaching methodology, curriculum, and student performance closely mirror real classroom settings. We will open source our work.

Large Language Models (LLMs) show significant potential in economic and strategic interactions, where communication via natural language is often prevalent. This raises key questions: Do LLMs behave rationally? Can they mimic human behavior? Do they tend to reach an efficient and fair outcome? What is the role of natural language in the strategic interaction? How do characteristics of the economic environment influence these dynamics? These questions become crucial concerning the economic and societal implications of integrating LLM-based agents into real-world data-driven systems, such as online retail platforms and recommender systems. While the ML community has been exploring the potential of LLMs in such multi-agent setups, varying assumptions, design choices and evaluation criteria across studies make it difficult to draw robust and meaningful conclusions. To address this, we introduce a benchmark for standardizing research on two-player, sequential, language-based games. Inspired by the economic literature, we define three base families of games with consistent parameterization, degrees of freedom and economic measures to evaluate agents' performance (self-gain), as well as the game outcome (efficiency and fairness). We develop an open-source framework for interaction simulation and analysis, and utilize it to collect a dataset of LLM vs. LLM interactions across numerous game configurations and an additional dataset of human vs. LLM interactions. Through extensive experimentation, we demonstrate how our framework and dataset can be used to: (i) compare the behavior of LLM-based agents to human players in various economic contexts; (ii) evaluate agents in both individual and collective performance measures; and (iii) quantify the effect of the economic characteristics of the environments on the behavior of agents.

The interaction between humans and artificial intelligence (AI) is a crucial factor that reflects the effectiveness of multimodal large language models (MLLMs). However, current MLLMs primarily focus on image-level comprehension and limit interaction to textual instructions, thereby constraining their flexibility in usage and depth of response. In this paper, we introduce the Draw-and-Understand project: a new model, a multi-domain dataset, and a challenging benchmark for visual prompting. Specifically, we propose SPHINX-V, a new end-to-end trained Multimodal Large Language Model (MLLM) that connects a vision encoder, a visual prompt encoder and an LLM for various visual prompts (points, bounding boxes, and free-form shape) and language understanding. To advance visual prompting research for MLLMs, we introduce MDVP-Data and MDVP-Bench. MDVP-Data features a multi-domain dataset containing 1.6M unique image-visual prompt-text instruction-following samples, including natural images, document images, OCR images, mobile screenshots, web screenshots, and multi-panel images. Furthermore, we present MDVP-Bench, a comprehensive and challenging benchmark to assess a model's capability in understanding visual prompting instructions. Our experiments demonstrate SPHINX-V's impressive multimodal interaction capabilities through visual prompting, revealing significant improvements in detailed pixel-level description and question-answering abilities.

Recent interest in human-AI interactions in agent-based modeling and simulation (ABMS) has grown rapidly due to the widespread utilization of large language models (LLMs). ABMS is an intelligent approach that simulates autonomous agents' behaviors within a defined environment to research emergent phenomena. Integrating LLMs into ABMS enables natural language interaction between humans and models. Meanwhile, it introduces new challenges that rely on human interaction to address. Human involvement can assist ABMS in adapting to flexible and complex research demands. However, systematic reviews of interactions that examine how humans and AI interact in ABMS are lacking. In this paper, we investigate existing works and propose a novel taxonomy to categorize the interactions derived from them. Specifically, human users refer to researchers who utilize ABMS tools to conduct their studies in our survey. We decompose interactions into five dimensions: the goals that users want to achieve (Why), the phases that users are involved (When), the components of the system (What), the roles of users (Who), and the means of interactions (How). Our analysis summarizes the findings that reveal existing interaction patterns. They provide researchers who develop interactions with comprehensive guidance on how humans and AI interact. We further discuss the unexplored interactions and suggest future research directions.

Interactive Natural Language Processing (iNLP) has emerged as a novel paradigm within the field of NLP, aimed at addressing limitations in existing frameworks while aligning with the ultimate goals of artificial intelligence. This paradigm considers language models as agents capable of observing, acting, and receiving feedback iteratively from external entities. Specifically, language models in this context can: (1) interact with humans for better understanding and addressing user needs, personalizing responses, aligning with human values, and improving the overall user experience; (2) interact with knowledge bases for enriching language representations with factual knowledge, enhancing the contextual relevance of responses, and dynamically leveraging external information to generate more accurate and informed responses; (3) interact with models and tools for effectively decomposing and addressing complex tasks, leveraging specialized expertise for specific subtasks, and fostering the simulation of social behaviors; and (4) interact with environments for learning grounded representations of language, and effectively tackling embodied tasks such as reasoning, planning, and decision-making in response to environmental observations. This paper offers a comprehensive survey of iNLP, starting by proposing a unified definition and framework of the concept. We then provide a systematic classification of iNLP, dissecting its various components, including interactive objects, interaction interfaces, and interaction methods. We proceed to delve into the evaluation methodologies used in the field, explore its diverse applications, scrutinize its ethical and safety issues, and discuss prospective research directions. This survey serves as an entry point for researchers who are interested in this rapidly evolving area and offers a broad view of the current landscape and future trajectory of iNLP.

We present BlenderBot 3x, an update on the conversational model BlenderBot 3, which is now trained using organic conversation and feedback data from participating users of the system in order to improve both its skills and safety. We are publicly releasing the participating de-identified interaction data for use by the research community, in order to spur further progress. Training models with organic data is challenging because interactions with people "in the wild" include both high quality conversations and feedback, as well as adversarial and toxic behavior. We study techniques that enable learning from helpful teachers while avoiding learning from people who are trying to trick the model into unhelpful or toxic responses. BlenderBot 3x is both preferred in conversation to BlenderBot 3, and is shown to produce safer responses in challenging situations. While our current models are still far from perfect, we believe further improvement can be achieved by continued use of the techniques explored in this work.

Traditional machine learning systems are deployed under the closed-world setting, which requires the entire training data before the offline training process. However, real-world applications often face the incoming new classes, and a model should incorporate them continually. The learning paradigm is called Class-Incremental Learning (CIL). We propose a Python toolbox that implements several key algorithms for class-incremental learning to ease the burden of researchers in the machine learning community. The toolbox contains implementations of a number of founding works of CIL such as EWC and iCaRL, but also provides current state-of-the-art algorithms that can be used for conducting novel fundamental research. This toolbox, named PyCIL for Python Class-Incremental Learning, is available at https://github.com/G-U-N/PyCIL

We present persona-based models for handling the issue of speaker consistency in neural response generation. A speaker model encodes personas in distributed embeddings that capture individual characteristics such as background information and speaking style. A dyadic speaker-addressee model captures properties of interactions between two interlocutors. Our models yield qualitative performance improvements in both perplexity and BLEU scores over baseline sequence-to-sequence models, with similar gains in speaker consistency as measured by human judges.

While both agent interaction and personalisation are vibrant topics in research on large language models (LLMs), there has been limited focus on the effect of language interaction on the behaviour of persona-conditioned LLM agents. Such an endeavour is important to ensure that agents remain consistent to their assigned traits yet are able to engage in open, naturalistic dialogues. In our experiments, we condition GPT-3.5 on personality profiles through prompting and create a two-group population of LLM agents using a simple variability-inducing sampling algorithm. We then administer personality tests and submit the agents to a collaborative writing task, finding that different profiles exhibit different degrees of personality consistency and linguistic alignment to their conversational partners. Our study seeks to lay the groundwork for better understanding of dialogue-based interaction between LLMs and highlights the need for new approaches to crafting robust, more human-like LLM personas for interactive environments.

Traditional sociological research often relies on human participation, which, though effective, is expensive, challenging to scale, and with ethical concerns. Recent advancements in large language models (LLMs) highlight their potential to simulate human behavior, enabling the replication of individual responses and facilitating studies on many interdisciplinary studies. In this paper, we conduct a comprehensive survey of this field, illustrating the recent progress in simulation driven by LLM-empowered agents. We categorize the simulations into three types: (1) Individual Simulation, which mimics specific individuals or demographic groups; (2) Scenario Simulation, where multiple agents collaborate to achieve goals within specific contexts; and (3) Society Simulation, which models interactions within agent societies to reflect the complexity and variety of real-world dynamics. These simulations follow a progression, ranging from detailed individual modeling to large-scale societal phenomena. We provide a detailed discussion of each simulation type, including the architecture or key components of the simulation, the classification of objectives or scenarios and the evaluation method. Afterward, we summarize commonly used datasets and benchmarks. Finally, we discuss the trends across these three types of simulation. A repository for the related sources is at {https://github.com/FudanDISC/SocialAgent}.

Designed to learn long-range interactions on sequential data, transformers continue to show state-of-the-art results on a wide variety of tasks. In contrast to CNNs, they contain no inductive bias that prioritizes local interactions. This makes them expressive, but also computationally infeasible for long sequences, such as high-resolution images. We demonstrate how combining the effectiveness of the inductive bias of CNNs with the expressivity of transformers enables them to model and thereby synthesize high-resolution images. We show how to (i) use CNNs to learn a context-rich vocabulary of image constituents, and in turn (ii) utilize transformers to efficiently model their composition within high-resolution images. Our approach is readily applied to conditional synthesis tasks, where both non-spatial information, such as object classes, and spatial information, such as segmentations, can control the generated image. In particular, we present the first results on semantically-guided synthesis of megapixel images with transformers and obtain the state of the art among autoregressive models on class-conditional ImageNet. Code and pretrained models can be found at https://github.com/CompVis/taming-transformers .