Daily Papers

We propose an agent architecture that automates parts of the common reinforcement learning experiment workflow, to enable automated mastery of control domains for embodied agents. To do so, it leverages a VLM to perform some of the capabilities normally required of a human experimenter, including the monitoring and analysis of experiment progress, the proposition of new tasks based on past successes and failures of the agent, decomposing tasks into a sequence of subtasks (skills), and retrieval of the skill to execute - enabling our system to build automated curricula for learning. We believe this is one of the first proposals for a system that leverages a VLM throughout the full experiment cycle of reinforcement learning. We provide a first prototype of this system, and examine the feasibility of current models and techniques for the desired level of automation. For this, we use a standard Gemini model, without additional fine-tuning, to provide a curriculum of skills to a language-conditioned Actor-Critic algorithm, in order to steer data collection so as to aid learning new skills. Data collected in this way is shown to be useful for learning and iteratively improving control policies in a robotics domain. Additional examination of the ability of the system to build a growing library of skills, and to judge the progress of the training of those skills, also shows promising results, suggesting that the proposed architecture provides a potential recipe for fully automated mastery of tasks and domains for embodied agents.

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.

Foundation models have shown impressive adaptation and scalability in supervised and self-supervised learning problems, but so far these successes have not fully translated to reinforcement learning (RL). In this work, we demonstrate that training an RL agent at scale leads to a general in-context learning algorithm that can adapt to open-ended novel embodied 3D problems as quickly as humans. In a vast space of held-out environment dynamics, our adaptive agent (AdA) displays on-the-fly hypothesis-driven exploration, efficient exploitation of acquired knowledge, and can successfully be prompted with first-person demonstrations. Adaptation emerges from three ingredients: (1) meta-reinforcement learning across a vast, smooth and diverse task distribution, (2) a policy parameterised as a large-scale attention-based memory architecture, and (3) an effective automated curriculum that prioritises tasks at the frontier of an agent's capabilities. We demonstrate characteristic scaling laws with respect to network size, memory length, and richness of the training task distribution. We believe our results lay the foundation for increasingly general and adaptive RL agents that perform well across ever-larger open-ended domains.

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.

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

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.

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

By conditioning on natural language instructions, large language models (LLMs) have displayed impressive capabilities as general-purpose computers. However, task performance depends significantly on the quality of the prompt used to steer the model, and most effective prompts have been handcrafted by humans. Inspired by classical program synthesis and the human approach to prompt engineering, we propose Automatic Prompt Engineer (APE) for automatic instruction generation and selection. In our method, we treat the instruction as the "program," optimized by searching over a pool of instruction candidates proposed by an LLM in order to maximize a chosen score function. To evaluate the quality of the selected instruction, we evaluate the zero-shot performance of another LLM following the selected instruction. Experiments on 24 NLP tasks show that our automatically generated instructions outperform the prior LLM baseline by a large margin and achieve better or comparable performance to the instructions generated by human annotators on 19/24 tasks. We conduct extensive qualitative and quantitative analyses to explore the performance of APE. We show that APE-engineered prompts can be applied to steer models toward truthfulness and/or informativeness, as well as to improve few-shot learning performance by simply prepending them to standard in-context learning prompts. Please check out our webpage at https://sites.google.com/view/automatic-prompt-engineer.

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

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.

The remarkable success of pretrained language models has motivated the study of what kinds of knowledge these models learn during pretraining. Reformulating tasks as fill-in-the-blanks problems (e.g., cloze tests) is a natural approach for gauging such knowledge, however, its usage is limited by the manual effort and guesswork required to write suitable prompts. To address this, we develop AutoPrompt, an automated method to create prompts for a diverse set of tasks, based on a gradient-guided search. Using AutoPrompt, we show that masked language models (MLMs) have an inherent capability to perform sentiment analysis and natural language inference without additional parameters or finetuning, sometimes achieving performance on par with recent state-of-the-art supervised models. We also show that our prompts elicit more accurate factual knowledge from MLMs than the manually created prompts on the LAMA benchmark, and that MLMs can be used as relation extractors more effectively than supervised relation extraction models. These results demonstrate that automatically generated prompts are a viable parameter-free alternative to existing probing methods, and as pretrained LMs become more sophisticated and capable, potentially a replacement for finetuning.

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.

AI tasks encompass a wide range of domains and fields. While numerous AI models have been designed for specific tasks and applications, they often require considerable human efforts in finding the right model architecture, optimization algorithm, and hyperparameters. Recent advances in large language models (LLMs) like ChatGPT show remarkable capabilities in various aspects of reasoning, comprehension, and interaction. Consequently, we propose developing task-oriented prompts and automatically utilizing LLMs to automate the training pipeline. To implement this concept, we present the AutoML-GPT, which employs GPT as the bridge to diverse AI models and dynamically trains models with optimized hyperparameters. AutoML-GPT dynamically takes user requests from the model and data cards and composes the corresponding prompt paragraph. Ultimately, with this prompt paragraph, AutoML-GPT will automatically conduct the experiments from data processing to model architecture, hyperparameter tuning, and predicted training log. By leveraging {\ours}'s robust language capabilities and the available AI models, AutoML-GPT can tackle numerous intricate AI tasks across various tasks and datasets. This approach achieves remarkable results in computer vision, natural language processing, and other challenging areas. Extensive experiments and ablation studies demonstrate that our method can be general, effective, and beneficial for many AI tasks.

Large language models (LLMs) can perform a wide range of tasks by following natural language instructions, without the necessity of task-specific fine-tuning. Unfortunately, the performance of LLMs is greatly influenced by the quality of these instructions, and manually writing effective instructions for each task is a laborious and subjective process. In this paper, we introduce Auto-Instruct, a novel method to automatically improve the quality of instructions provided to LLMs. Our method leverages the inherent generative ability of LLMs to produce diverse candidate instructions for a given task, and then ranks them using a scoring model trained on a variety of 575 existing NLP tasks. In experiments on 118 out-of-domain tasks, Auto-Instruct surpasses both human-written instructions and existing baselines of LLM-generated instructions. Furthermore, our method exhibits notable generalizability even with other LLMs that are not incorporated into its training process.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

We demonstrate that a neural network pre-trained on text and fine-tuned on code solves mathematics course problems, explains solutions, and generates new questions at a human level. We automatically synthesize programs using few-shot learning and OpenAI's Codex transformer and execute them to solve course problems at 81% automatic accuracy. We curate a new dataset of questions from MIT's largest mathematics courses (Single Variable and Multivariable Calculus, Differential Equations, Introduction to Probability and Statistics, Linear Algebra, and Mathematics for Computer Science) and Columbia University's Computational Linear Algebra. We solve questions from a MATH dataset (on Prealgebra, Algebra, Counting and Probability, Intermediate Algebra, Number Theory, and Precalculus), the latest benchmark of advanced mathematics problems designed to assess mathematical reasoning. We randomly sample questions and generate solutions with multiple modalities, including numbers, equations, and plots. The latest GPT-3 language model pre-trained on text automatically solves only 18.8% of these university questions using zero-shot learning and 30.8% using few-shot learning and the most recent chain of thought prompting. In contrast, program synthesis with few-shot learning using Codex fine-tuned on code generates programs that automatically solve 81% of these questions. Our approach improves the previous state-of-the-art automatic solution accuracy on the benchmark topics from 8.8% to 81.1%. We perform a survey to evaluate the quality and difficulty of generated questions. This work is the first to automatically solve university-level mathematics course questions at a human level and the first work to explain and generate university-level mathematics course questions at scale, a milestone for higher education.

While Chain of Thought (CoT) prompting approaches have significantly consolidated the reasoning capabilities of large language models (LLMs), they still face limitations that require extensive human effort or have performance needs to be improved. Existing endeavors have focused on bridging these gaps; however, these approaches either hinge on external data and cannot completely eliminate manual effort, or they fall short in effectively directing LLMs to generate high-quality exemplary prompts. To address the said pitfalls, we propose a novel prompt approach for automatic reasoning named LBS3, inspired by curriculum learning which better reflects human learning habits. Specifically, LBS3 initially steers LLMs to recall easy-to-hard proxy queries that are pertinent to the target query. Following this, it invokes a progressive strategy that utilizes exemplary prompts stemmed from easy-proxy queries to direct LLMs in solving hard-proxy queries, enabling the high-quality of the proxy solutions. Finally, our extensive experiments in various reasoning-intensive tasks with varying open- and closed-source LLMs show that LBS3 achieves strongly competitive performance compared to the SOTA baselines.

In the realm of web agent research, achieving both generalization and accuracy remains a challenging problem. Due to high variance in website structure, existing approaches often fail. Moreover, existing fine-tuning and in-context learning techniques fail to generalize across multiple websites. We introduce Wilbur, an approach that uses a differentiable ranking model and a novel instruction synthesis technique to optimally populate a black-box large language model's prompt with task demonstrations from previous runs. To maximize end-to-end success rates, we also propose an intelligent backtracking mechanism that learns and recovers from its mistakes. Finally, we show that our ranking model can be trained on data from a generative auto-curriculum which samples representative goals from an LLM, runs the agent, and automatically evaluates it, with no manual annotation. Wilbur achieves state-of-the-art results on the WebVoyager benchmark, beating text-only models by 8% overall, and up to 36% on certain websites. On the same benchmark, Wilbur is within 5% of a strong multi-modal model despite only receiving textual inputs, and further analysis reveals a substantial number of failures are due to engineering challenges of operating the web.

The rise of Large Language Models (LLMs) such as ChatGPT and Gemini has posed new challenges for the academic community. With the help of these models, students can easily complete their assignments and exams, while educators struggle to detect AI-generated content. This has led to a surge in academic misconduct, as students present work generated by LLMs as their own, without putting in the effort required for learning. As AI tools become more advanced and produce increasingly human-like text, detecting such content becomes more challenging. This development has significantly impacted the academic world, where many educators are finding it difficult to adapt their assessment methods to this challenge. This research first demonstrates how LLMs have increased academic dishonesty, and then reviews state-of-the-art solutions for academic plagiarism in detail. A survey of datasets, algorithms, tools, and evasion strategies for plagiarism detection has been conducted, focusing on how LLMs and AI-generated content (AIGC) detection have affected this area. The survey aims to identify the gaps in existing solutions. Lastly, potential long-term solutions are presented to address the issue of academic plagiarism using LLMs based on AI tools and educational approaches in an ever-changing world.

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.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

With the rapid advancement of Artificial Intelligence, particularly in Natural Language Processing, Large Language Models (LLMs) have become pivotal in educational question-answering systems, especially university admission chatbots. Concepts such as Retrieval-Augmented Generation (RAG) and other advanced techniques have been developed to enhance these systems by integrating specific university data, enabling LLMs to provide informed responses on admissions and academic counseling. However, these enhanced RAG techniques often involve high operational costs and require the training of complex, specialized modules, which poses challenges for practical deployment. Additionally, in the educational context, it is crucial to provide accurate answers to prevent misinformation, a task that LLM-based systems find challenging without appropriate strategies and methods. In this paper, we introduce the Unified RAG (URAG) Framework, a hybrid approach that significantly improves the accuracy of responses, particularly for critical queries. Experimental results demonstrate that URAG enhances our in-house, lightweight model to perform comparably to state-of-the-art commercial models. Moreover, to validate its practical applicability, we conducted a case study at our educational institution, which received positive feedback and acclaim. This study not only proves the effectiveness of URAG but also highlights its feasibility for real-world implementation in educational settings.

To improve language models' proficiency in mathematical reasoning via continual pretraining, we introduce a novel strategy that leverages base language models for autonomous data selection. Departing from conventional supervised fine-tuning or trained classifiers with human-annotated data, our approach utilizes meta-prompted language models as zero-shot verifiers to autonomously evaluate and select high-quality mathematical content, and we release the curated open-source AutoMathText dataset encompassing over 200GB of data. To demonstrate the efficacy of our method, we continuously pretrained a 7B-parameter Mistral language model on the AutoMathText dataset, achieving substantial improvements in downstream performance on the MATH dataset with a token amount reduced by orders of magnitude compared to previous continuous pretraining works. Our method showcases a 2 times increase in pretraining token efficiency compared to baselines, underscoring the potential of our approach in enhancing models' mathematical reasoning capabilities. The AutoMathText dataset is available at https://huggingface.co/datasets/math-ai/AutoMathText. The code is available at https://github.com/yifanzhang-pro/AutoMathText.

AI generated content (AIGC) presents considerable challenge to educators around the world. Instructors need to be able to detect such text generated by large language models, either with the naked eye or with the help of some tools. There is also growing need to understand the lexical, syntactic and stylistic features of AIGC. To address these challenges in English language teaching, we first present ArguGPT, a balanced corpus of 4,038 argumentative essays generated by 7 GPT models in response to essay prompts from three sources: (1) in-class or homework exercises, (2) TOEFL and (3) GRE writing tasks. Machine-generated texts are paired with roughly equal number of human-written essays with three score levels matched in essay prompts. We then hire English instructors to distinguish machine essays from human ones. Results show that when first exposed to machine-generated essays, the instructors only have an accuracy of 61% in detecting them. But the number rises to 67% after one round of minimal self-training. Next, we perform linguistic analyses of these essays, which show that machines produce sentences with more complex syntactic structures while human essays tend to be lexically more complex. Finally, we test existing AIGC detectors and build our own detectors using SVMs and RoBERTa. Results suggest that a RoBERTa fine-tuned with the training set of ArguGPT achieves above 90% accuracy in both essay- and sentence-level classification. To the best of our knowledge, this is the first comprehensive analysis of argumentative essays produced by generative large language models. Machine-authored essays in ArguGPT and our models will be made publicly available at https://github.com/huhailinguist/ArguGPT

Large language models (LLMs) can perform complex reasoning by generating intermediate reasoning steps. Providing these steps for prompting demonstrations is called chain-of-thought (CoT) prompting. CoT prompting has two major paradigms. One leverages a simple prompt like "Let's think step by step" to facilitate step-by-step thinking before answering a question. The other uses a few manual demonstrations one by one, each composed of a question and a reasoning chain that leads to an answer. The superior performance of the second paradigm hinges on the hand-crafting of task-specific demonstrations one by one. We show that such manual efforts may be eliminated by leveraging LLMs with the "Let's think step by step" prompt to generate reasoning chains for demonstrations one by one, i.e., let's think not just step by step, but also one by one. However, these generated chains often come with mistakes. To mitigate the effect of such mistakes, we find that diversity matters for automatically constructing demonstrations. We propose an automatic CoT prompting method: Auto-CoT. It samples questions with diversity and generates reasoning chains to construct demonstrations. On ten public benchmark reasoning tasks with GPT-3, Auto-CoT consistently matches or exceeds the performance of the CoT paradigm that requires manual designs of demonstrations. Code is available at https://github.com/amazon-research/auto-cot

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Over the past decade, predictive language modeling for code has proven to be a valuable tool for enabling new forms of automation for developers. More recently, we have seen the advent of general purpose "large language models", based on neural transformer architectures, that have been trained on massive datasets of human written text spanning code and natural language. However, despite the demonstrated representational power of such models, interacting with them has historically been constrained to specific task settings, limiting their general applicability. Many of these limitations were recently overcome with the introduction of ChatGPT, a language model created by OpenAI and trained to operate as a conversational agent, enabling it to answer questions and respond to a wide variety of commands from end users. The introduction of models, such as ChatGPT, has already spurred fervent discussion from educators, ranging from fear that students could use these AI tools to circumvent learning, to excitement about the new types of learning opportunities that they might unlock. However, given the nascent nature of these tools, we currently lack fundamental knowledge related to how well they perform in different educational settings, and the potential promise (or danger) that they might pose to traditional forms of instruction. As such, in this paper, we examine how well ChatGPT performs when tasked with answering common questions in a popular software testing curriculum. Our findings indicate that ChatGPT can provide correct or partially correct answers in 55.6% of cases, provide correct or partially correct explanations of answers in 53.0% of cases, and that prompting the tool in a shared question context leads to a marginally higher rate of correct responses. Based on these findings, we discuss the potential promises and perils related to the use of ChatGPT by students and instructors.

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

Students frequently make mistakes while solving mathematical problems, and traditional error correction methods are both time-consuming and labor-intensive. This paper introduces an innovative Virtual AI Teacher system designed to autonomously analyze and correct student Errors (VATE). Leveraging advanced large language models (LLMs), the system uses student drafts as a primary source for error analysis, which enhances understanding of the student's learning process. It incorporates sophisticated prompt engineering and maintains an error pool to reduce computational overhead. The AI-driven system also features a real-time dialogue component for efficient student interaction. Our approach demonstrates significant advantages over traditional and machine learning-based error correction methods, including reduced educational costs, high scalability, and superior generalizability. The system has been deployed on the Squirrel AI learning platform for elementary mathematics education, where it achieves 78.3\% accuracy in error analysis and shows a marked improvement in student learning efficiency. Satisfaction surveys indicate a strong positive reception, highlighting the system's potential to transform educational practices.

Augmenting large language models (LLMs) with external tools has emerged as a promising approach to extend their utility, empowering them to solve practical tasks. Existing work typically empowers LLMs as tool users with a manually designed workflow, where the LLM plans a series of tools in a step-by-step manner, and sequentially executes each tool to obtain intermediate results until deriving the final answer. However, they suffer from two challenges in realistic scenarios: (1) The handcrafted control flow is often ad-hoc and constraints the LLM to local planning; (2) The LLM is instructed to use only manually demonstrated tools or well-trained Python functions, which limits its generalization to new tools. In this work, we first propose Automatic Tool Chain (ATC), a framework that enables the LLM to act as a multi-tool user, which directly utilizes a chain of tools through programming. To scale up the scope of the tools, we next propose a black-box probing method. This further empowers the LLM as a tool learner that can actively discover and document tool usages, teaching themselves to properly master new tools. For a comprehensive evaluation, we build a challenging benchmark named ToolFlow, which diverges from previous benchmarks by its long-term planning scenarios and complex toolset. Experiments on both existing datasets and ToolFlow illustrate the superiority of our framework. Analysis on different settings also validates the effectiveness and the utility of our black-box probing algorithm.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.

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

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

Experts in various fields routinely perform methodical writing tasks to plan, organize, and report their work. From a clinician writing a differential diagnosis for a patient, to a teacher writing a lesson plan for students, these tasks are pervasive, requiring to methodically generate structured long-form output for a given input. We develop a typology of methodical tasks structured in the form of a task objective, procedure, input, and output, and introduce DoLoMiTes, a novel benchmark with specifications for 519 such tasks elicited from hundreds of experts from across 25 fields. Our benchmark further contains specific instantiations of methodical tasks with concrete input and output examples (1,857 in total) which we obtain by collecting expert revisions of up to 10 model-generated examples of each task. We use these examples to evaluate contemporary language models highlighting that automating methodical tasks is a challenging long-form generation problem, as it requires performing complex inferences, while drawing upon the given context as well as domain knowledge.

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

We introduce Generalized Instruction Tuning (called GLAN), a general and scalable method for instruction tuning of Large Language Models (LLMs). Unlike prior work that relies on seed examples or existing datasets to construct instruction tuning data, GLAN exclusively utilizes a pre-curated taxonomy of human knowledge and capabilities as input and generates large-scale synthetic instruction data across all disciplines. Specifically, inspired by the systematic structure in human education system, we build the taxonomy by decomposing human knowledge and capabilities to various fields, sub-fields and ultimately, distinct disciplines semi-automatically, facilitated by LLMs. Subsequently, we generate a comprehensive list of subjects for every discipline and proceed to design a syllabus tailored to each subject, again utilizing LLMs. With the fine-grained key concepts detailed in every class session of the syllabus, we are able to generate diverse instructions with a broad coverage across the entire spectrum of human knowledge and skills. Extensive experiments on large language models (e.g., Mistral) demonstrate that GLAN excels in multiple dimensions from mathematical reasoning, coding, academic exams, logical reasoning to general instruction following without using task-specific training data of these tasks. In addition, GLAN allows for easy customization and new fields or skills can be added by simply incorporating a new node into our taxonomy.

Our objective in this work is video-text retrieval - in particular a joint embedding that enables efficient text-to-video retrieval. The challenges in this area include the design of the visual architecture and the nature of the training data, in that the available large scale video-text training datasets, such as HowTo100M, are noisy and hence competitive performance is achieved only at scale through large amounts of compute. We address both these challenges in this paper. We propose an end-to-end trainable model that is designed to take advantage of both large-scale image and video captioning datasets. Our model is an adaptation and extension of the recent ViT and Timesformer architectures, and consists of attention in both space and time. The model is flexible and can be trained on both image and video text datasets, either independently or in conjunction. It is trained with a curriculum learning schedule that begins by treating images as 'frozen' snapshots of video, and then gradually learns to attend to increasing temporal context when trained on video datasets. We also provide a new video-text pretraining dataset WebVid-2M, comprised of over two million videos with weak captions scraped from the internet. Despite training on datasets that are an order of magnitude smaller, we show that this approach yields state-of-the-art results on standard downstream video-retrieval benchmarks including MSR-VTT, MSVD, DiDeMo and LSMDC.

Today, most large-scale conversational AI agents (e.g. Alexa, Siri, or Google Assistant) are built using manually annotated data to train the different components of the system. Typically, the accuracy of the ML models in these components are improved by manually transcribing and annotating data. As the scope of these systems increase to cover more scenarios and domains, manual annotation to improve the accuracy of these components becomes prohibitively costly and time consuming. In this paper, we propose a system that leverages user-system interaction feedback signals to automate learning without any manual annotation. Users here tend to modify a previous query in hopes of fixing an error in the previous turn to get the right results. These reformulations, which are often preceded by defective experiences caused by errors in ASR, NLU, ER or the application. In some cases, users may not properly formulate their requests (e.g. providing partial title of a song), but gleaning across a wider pool of users and sessions reveals the underlying recurrent patterns. Our proposed self-learning system automatically detects the errors, generate reformulations and deploys fixes to the runtime system to correct different types of errors occurring in different components of the system. In particular, we propose leveraging an absorbing Markov Chain model as a collaborative filtering mechanism in a novel attempt to mine these patterns. We show that our approach is highly scalable, and able to learn reformulations that reduce Alexa-user errors by pooling anonymized data across millions of customers. The proposed self-learning system achieves a win/loss ratio of 11.8 and effectively reduces the defect rate by more than 30% on utterance level reformulations in our production A/B tests. To the best of our knowledge, this is the first self-learning large-scale conversational AI system in production.

Lecture slide presentations, a sequence of pages that contain text and figures accompanied by speech, are constructed and presented carefully in order to optimally transfer knowledge to students. Previous studies in multimedia and psychology attribute the effectiveness of lecture presentations to their multimodal nature. As a step toward developing AI to aid in student learning as intelligent teacher assistants, we introduce the Multimodal Lecture Presentations dataset as a large-scale benchmark testing the capabilities of machine learning models in multimodal understanding of educational content. Our dataset contains aligned slides and spoken language, for 180+ hours of video and 9000+ slides, with 10 lecturers from various subjects (e.g., computer science, dentistry, biology). We introduce two research tasks which are designed as stepping stones towards AI agents that can explain (automatically captioning a lecture presentation) and illustrate (synthesizing visual figures to accompany spoken explanations) educational content. We provide manual annotations to help implement these two research tasks and evaluate state-of-the-art models on them. Comparing baselines and human student performances, we find that current models struggle in (1) weak crossmodal alignment between slides and spoken text, (2) learning novel visual mediums, (3) technical language, and (4) long-range sequences. Towards addressing this issue, we also introduce PolyViLT, a multimodal transformer trained with a multi-instance learning loss that is more effective than current approaches. We conclude by shedding light on the challenges and opportunities in multimodal understanding of educational presentations.

The recent large language models (LLMs), e.g., ChatGPT, have been able to generate human-like and fluent responses when provided with specific instructions. While admitting the convenience brought by technological advancement, educators also have concerns that students might leverage LLMs to complete their writing assignments and pass them off as their original work. Although many AI content detection studies have been conducted as a result of such concerns, most of these prior studies modeled AI content detection as a classification problem, assuming that a text is either entirely human-written or entirely AI-generated. In this study, we investigated AI content detection in a rarely explored yet realistic setting where the text to be detected is collaboratively written by human and generative LLMs (i.e., hybrid text). We first formalized the detection task as identifying the transition points between human-written content and AI-generated content from a given hybrid text (boundary detection). Then we proposed a two-step approach where we (1) separated AI-generated content from human-written content during the encoder training process; and (2) calculated the distances between every two adjacent prototypes and assumed that the boundaries exist between the two adjacent prototypes that have the furthest distance from each other. Through extensive experiments, we observed the following main findings: (1) the proposed approach consistently outperformed the baseline methods across different experiment settings; (2) the encoder training process can significantly boost the performance of the proposed approach; (3) when detecting boundaries for single-boundary hybrid essays, the proposed approach could be enhanced by adopting a relatively large prototype size, leading to a 22% improvement in the In-Domain evaluation and an 18% improvement in the Out-of-Domain evaluation.

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

Robotic Process Automation (RPA) offers a valuable solution for efficiently automating tasks on the graphical user interface (GUI), by emulating human interactions, without modifying existing code. However, its broader adoption is constrained by the need for expertise in both scripting languages and workflow design. To address this challenge, we present PromptRPA, a system designed to comprehend various task-related textual prompts (e.g., goals, procedures), thereby generating and performing corresponding RPA tasks. PromptRPA incorporates a suite of intelligent agents that mimic human cognitive functions, specializing in interpreting user intent, managing external information for RPA generation, and executing operations on smartphones. The agents can learn from user feedback and continuously improve their performance based on the accumulated knowledge. Experimental results indicated a performance jump from a 22.28% success rate in the baseline to 95.21% with PromptRPA, requiring an average of 1.66 user interventions for each new task. PromptRPA presents promising applications in fields such as tutorial creation, smart assistance, and customer service.

High-quality instruction-tuning data is critical to improving LLM capabilities. Existing data collection methods are limited by unrealistic manual labeling costs or by the hallucination of relying solely on LLM generation. To address the problems, this paper presents a scalable method to automatically collect high-quality instructional adaptation data by training language models to automatically design tasks based on human-written texts. Intuitively, human-written text helps to help the model attenuate illusions during the generation of tasks. Unlike instruction back-translation-based methods that directly take the given text as a response, we require the model to generate the instruction, input, and output simultaneously to filter the noise. The results of the automated and manual evaluation experiments demonstrate the quality of our dataset.

Automatically generating short summaries from users' online mental health posts could save counselors' reading time and reduce their fatigue so that they can provide timely responses to those seeking help for improving their mental state. Recent Transformers-based summarization models have presented a promising approach to abstractive summarization. They go beyond sentence selection and extractive strategies to deal with more complicated tasks such as novel word generation and sentence paraphrasing. Nonetheless, these models have a prominent shortcoming; their training strategy is not quite efficient, which restricts the model's performance. In this paper, we include a curriculum learning approach to reweigh the training samples, bringing about an efficient learning procedure. We apply our model on extreme summarization dataset of MentSum posts -- a dataset of mental health related posts from Reddit social media. Compared to the state-of-the-art model, our proposed method makes substantial gains in terms of Rouge and Bertscore evaluation metrics, yielding 3.5% (Rouge-1), 10.4% (Rouge-2), and 4.7% (Rouge-L), 1.5% (Bertscore) relative improvements.

Large language models (LLMs) can perform complex reasoning in few- and zero-shot settings by generating intermediate chain of thought (CoT) reasoning steps. Further, each reasoning step can rely on external tools to support computation beyond the core LLM capabilities (e.g. search/running code). Prior work on CoT prompting and tool use typically requires hand-crafting task-specific demonstrations and carefully scripted interleaving of model generations with tool use. We introduce Automatic Reasoning and Tool-use (ART), a framework that uses frozen LLMs to automatically generate intermediate reasoning steps as a program. Given a new task to solve, ART selects demonstrations of multi-step reasoning and tool use from a task library. At test time, ART seamlessly pauses generation whenever external tools are called, and integrates their output before resuming generation. ART achieves a substantial improvement over few-shot prompting and automatic CoT on unseen tasks in the BigBench and MMLU benchmarks, and matches performance of hand-crafted CoT prompts on a majority of these tasks. ART is also extensible, and makes it easy for humans to improve performance by correcting errors in task-specific programs or incorporating new tools, which we demonstrate by drastically improving performance on select tasks with minimal human intervention.

This paper delves into the pivotal role of prompt engineering in unleashing the capabilities of Large Language Models (LLMs). Prompt engineering is the process of structuring input text for LLMs and is a technique integral to optimizing the efficacy of LLMs. This survey elucidates foundational principles of prompt engineering, such as role-prompting, one-shot, and few-shot prompting, as well as more advanced methodologies such as the chain-of-thought and tree-of-thoughts prompting. The paper sheds light on how external assistance in the form of plugins can assist in this task, and reduce machine hallucination by retrieving external knowledge. We subsequently delineate prospective directions in prompt engineering research, emphasizing the need for a deeper understanding of structures and the role of agents in Artificial Intelligence-Generated Content (AIGC) tools. We discuss how to assess the efficacy of prompt methods from different perspectives and using different methods. Finally, we gather information about the application of prompt engineering in such fields as education and programming, showing its transformative potential. This comprehensive survey aims to serve as a friendly guide for anyone venturing through the big world of LLMs and prompt engineering.

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

In this paper, we champion the use of structured and semantic content representation of discourse-based scholarly communication, inspired by tools like Wikipedia infoboxes or structured Amazon product descriptions. These representations provide users with a concise overview, aiding scientists in navigating the dense academic landscape. Our novel automated approach leverages the robust text generation capabilities of LLMs to produce structured scholarly contribution summaries, offering both a practical solution and insights into LLMs' emergent abilities. For LLMs, the prime focus is on improving their general intelligence as conversational agents. We argue that these models can also be applied effectively in information extraction (IE), specifically in complex IE tasks within terse domains like Science. This paradigm shift replaces the traditional modular, pipelined machine learning approach with a simpler objective expressed through instructions. Our results show that finetuned FLAN-T5 with 1000x fewer parameters than the state-of-the-art GPT-davinci is competitive for the task.

Assessing student's answers and in particular natural language answers is a crucial challenge in the field of education. Advances in machine learning, including transformer-based models such as Large Language Models(LLMs), have led to significant progress in various natural language tasks. Nevertheless, amidst the growing trend of evaluating LLMs across diverse tasks, evaluating LLMs in the realm of automated answer assesment has not received much attention. To address this gap, we explore the potential of using LLMs for automated assessment of student's short and open-ended answer. Particularly, we use LLMs to compare students' explanations with expert explanations in the context of line-by-line explanations of computer programs. For comparison purposes, we assess both Large Language Models (LLMs) and encoder-based Semantic Textual Similarity (STS) models in the context of assessing the correctness of students' explanation of computer code. Our findings indicate that LLMs, when prompted in few-shot and chain-of-thought setting perform comparable to fine-tuned encoder-based models in evaluating students' short answers in programming domain.

In the era of Large Language Models (LLMs), human-computer interaction has evolved towards natural language, offering unprecedented flexibility. Despite this, LLMs are heavily reliant on well-structured prompts to function efficiently within the realm of In-Context Learning. Vanilla In-Context Learning relies on human-provided contexts, such as labeled examples, explicit instructions, or other guiding mechanisms that shape the model's outputs. To address this challenge, our study presents a universal framework named Automatic In-Context Learning. Upon receiving a user's request, we ask the model to independently generate examples, including labels, instructions, or reasoning pathways. The model then leverages this self-produced context to tackle the given problem. Our approach is universally adaptable and can be implemented in any setting where vanilla In-Context Learning is applicable. We demonstrate that our method yields strong performance across a range of tasks, standing up well when compared to existing methods.

Although Large Language Models (LLMs) are becoming increasingly powerful, they still exhibit significant but subtle weaknesses, such as mistakes in instruction-following or coding tasks. As these unexpected errors could lead to severe consequences in practical deployments, it is crucial to investigate the limitations within LLMs systematically. Traditional benchmarking approaches cannot thoroughly pinpoint specific model deficiencies, while manual inspections are costly and not scalable. In this paper, we introduce a unified framework, AutoDetect, to automatically expose weaknesses in LLMs across various tasks. Inspired by the educational assessment process that measures students' learning outcomes, AutoDetect consists of three LLM-powered agents: Examiner, Questioner, and Assessor. The collaboration among these three agents is designed to realize comprehensive and in-depth weakness identification. Our framework demonstrates significant success in uncovering flaws, with an identification success rate exceeding 30% in prominent models such as ChatGPT and Claude. More importantly, these identified weaknesses can guide specific model improvements, proving more effective than untargeted data augmentation methods like Self-Instruct. Our approach has led to substantial enhancements in popular LLMs, including the Llama series and Mistral-7b, boosting their performance by over 10% across several benchmarks. Code and data are publicly available at https://github.com/thu-coai/AutoDetect.

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

In recent years, there has been remarkable progress in leveraging Language Models (LMs), encompassing Pre-trained Language Models (PLMs) and Large-scale Language Models (LLMs), within the domain of mathematics. This paper conducts a comprehensive survey of mathematical LMs, systematically categorizing pivotal research endeavors from two distinct perspectives: tasks and methodologies. The landscape reveals a large number of proposed mathematical LLMs, which are further delineated into instruction learning, tool-based methods, fundamental CoT techniques, and advanced CoT methodologies. In addition, our survey entails the compilation of over 60 mathematical datasets, including training datasets, benchmark datasets, and augmented datasets. Addressing the primary challenges and delineating future trajectories within the field of mathematical LMs, this survey is positioned as a valuable resource, poised to facilitate and inspire future innovation among researchers invested in advancing this domain.

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

In recent years, the rise of Large Language Models (LLMs) has spurred a growing demand for plug-and-play AI systems. Among the various AI techniques, prompt engineering stands out as particularly significant. However, users often face challenges in writing prompts due to the steep learning curve and significant time investment, and existing automatic prompt engineering (APE) models can be difficult to use. To address this issue, we propose PAS, an LLM-based plug-and-play APE system. PAS utilizes LLMs trained on high-quality, automatically generated prompt complementary datasets, resulting in exceptional performance. In comprehensive benchmarks, PAS achieves state-of-the-art (SoTA) results compared to previous APE models, with an average improvement of 6.09 points. Moreover, PAS is highly efficient, achieving SoTA performance with only 9000 data points. Additionally, PAS can autonomously generate prompt augmentation data without requiring additional human labor. Its flexibility also allows it to be compatible with all existing LLMs and applicable to a wide range of tasks. PAS excels in human evaluations, underscoring its suitability as a plug-in for users. This combination of high performance, efficiency, and flexibility makes PAS a valuable system for enhancing the usability and effectiveness of LLMs through improved prompt engineering.

Large Language Models (LLMs) have shown strong in-context learning (ICL) abilities with a few demonstrations. However, one critical challenge is how to select demonstrations to elicit the full potential of LLMs. In this paper, we propose Curriculum Demonstration Selection (CDS), a novel demonstration selection method for ICL. Instead of merely using similarity, CDS additionally partitions samples by their complexity measurements. Following curriculum learning, CDS then selects demonstrations from easy to difficult. Thus the selected demonstrations cover a wide range of difficulty levels, enabling LLMs to learn from varied complexities within the training set. Experiments demonstrate that our CDS consistently outperforms baseline methods, achieving notable improvements across nine LLMs on three benchmarks. Moreover, CDS proves especially effective in enhancing LLM performance in solving challenging problems.

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

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

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

With the advancements in Large Language Models (LLMs), Vision-Language Models (VLMs) have reached a new level of sophistication, showing notable competence in executing intricate cognition and reasoning tasks. However, existing evaluation benchmarks, primarily relying on rigid, hand-crafted datasets to measure task-specific performance, face significant limitations in assessing the alignment of these increasingly anthropomorphic models with human intelligence. In this work, we address the limitations via Auto-Bench, which delves into exploring LLMs as proficient aligners, measuring the alignment between VLMs and human intelligence and value through automatic data curation and assessment. Specifically, for data curation, Auto-Bench utilizes LLMs (e.g., GPT-4) to automatically generate a vast set of question-answer-reasoning triplets via prompting on visual symbolic representations (e.g., captions, object locations, instance relationships, and etc.). The curated data closely matches human intent, owing to the extensive world knowledge embedded in LLMs. Through this pipeline, a total of 28.5K human-verified and 3,504K unfiltered question-answer-reasoning triplets have been curated, covering 4 primary abilities and 16 sub-abilities. We subsequently engage LLMs like GPT-3.5 to serve as judges, implementing the quantitative and qualitative automated assessments to facilitate a comprehensive evaluation of VLMs. Our validation results reveal that LLMs are proficient in both evaluation data curation and model assessment, achieving an average agreement rate of 85%. We envision Auto-Bench as a flexible, scalable, and comprehensive benchmark for evaluating the evolving sophisticated VLMs.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

Retrieval Augmented Generation (RAG) represents a significant advancement in artificial intelligence combining a retrieval phase with a generative phase, with the latter typically being powered by large language models (LLMs). The current common practices in RAG involve using "instructed" LLMs, which are fine-tuned with supervised training to enhance their ability to follow instructions and are aligned with human preferences using state-of-the-art techniques. Contrary to popular belief, our study demonstrates that base models outperform their instructed counterparts in RAG tasks by 20% on average under our experimental settings. This finding challenges the prevailing assumptions about the superiority of instructed LLMs in RAG applications. Further investigations reveal a more nuanced situation, questioning fundamental aspects of RAG and suggesting the need for broader discussions on the topic; or, as Fromm would have it, "Seldom is a glance at the statistics enough to understand the meaning of the figures".

We curate a comprehensive dataset of 4,550 questions and solutions from problem sets, midterm exams, and final exams across all MIT Mathematics and Electrical Engineering and Computer Science (EECS) courses required for obtaining a degree. We evaluate the ability of large language models to fulfill the graduation requirements for any MIT major in Mathematics and EECS. Our results demonstrate that GPT-3.5 successfully solves a third of the entire MIT curriculum, while GPT-4, with prompt engineering, achieves a perfect solve rate on a test set excluding questions based on images. We fine-tune an open-source large language model on this dataset. We employ GPT-4 to automatically grade model responses, providing a detailed performance breakdown by course, question, and answer type. By embedding questions in a low-dimensional space, we explore the relationships between questions, topics, and classes and discover which questions and classes are required for solving other questions and classes through few-shot learning. Our analysis offers valuable insights into course prerequisites and curriculum design, highlighting language models' potential for learning and improving Mathematics and EECS education.

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.

This study introduces an innovative framework designed to automate tasks by interacting with UIs through a sequential, human-like problem-solving approach. Our approach initially transforms UI screenshots into natural language explanations through a vision-based UI analysis, circumventing traditional view hierarchy limitations. It then methodically engages with each interface, guiding the LLM to pinpoint and act on relevant UI elements, thus bolstering both precision and functionality. Employing the ERNIE Bot LLM, our approach has been demonstrated to surpass existing methodologies. It delivers superior UI interpretation across various datasets and exhibits remarkable efficiency in automating varied tasks on an Android smartphone, outperforming human capabilities in intricate tasks and significantly enhancing the PBD process.

This paper aims to efficiently enable Large Language Models (LLMs) to use multimodal tools. Advanced proprietary LLMs, such as ChatGPT and GPT-4, have shown great potential for tool usage through sophisticated prompt engineering. Nevertheless, these models typically rely on prohibitive computational costs and publicly inaccessible data. To address these challenges, we propose the GPT4Tools based on self-instruct to enable open-source LLMs, such as LLaMA and OPT, to use tools. It generates an instruction-following dataset by prompting an advanced teacher with various multi-modal contexts. By using the Low-Rank Adaptation (LoRA) optimization, our approach facilitates the open-source LLMs to solve a range of visual problems, including visual comprehension and image generation. Moreover, we provide a benchmark to evaluate the ability of LLMs to use tools, which is performed in both zero-shot and fine-tuning ways. Extensive experiments demonstrate the effectiveness of our method on various language models, which not only significantly improves the accuracy of invoking seen tools, but also enables the zero-shot capacity for unseen tools. The code and demo are available at https://github.com/StevenGrove/GPT4Tools.

Large language models (LLMs) have fueled many intelligent agent tasks, such as web navigation -- but most existing agents perform far from satisfying in real-world webpages due to three factors: (1) the versatility of actions on webpages, (2) HTML text exceeding model processing capacity, and (3) the complexity of decision-making due to the open-domain nature of web. In light of the challenge, we develop AutoWebGLM, a GPT-4-outperforming automated web navigation agent built upon ChatGLM3-6B. Inspired by human browsing patterns, we design an HTML simplification algorithm to represent webpages, preserving vital information succinctly. We employ a hybrid human-AI method to build web browsing data for curriculum training. Then, we bootstrap the model by reinforcement learning and rejection sampling to further facilitate webpage comprehension, browser operations, and efficient task decomposition by itself. For testing, we establish a bilingual benchmark -- AutoWebBench -- for real-world web browsing tasks. We evaluate AutoWebGLM across diverse web navigation benchmarks, revealing its improvements but also underlying challenges to tackle real environments. Related code, model, and data will be released at https://github.com/THUDM/AutoWebGLM.

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

Prompt engineering is a challenging and important task due to the high sensitivity of Large Language Models (LLMs) to the given prompt and the inherent ambiguity of a textual task instruction. Automatic prompt engineering is essential to achieve optimized performance from LLMs. Recent studies have demonstrated the capabilities of LLMs to automatically conduct prompt engineering by employing a meta-prompt that incorporates the outcomes of the last trials and proposes an improved prompt. However, this requires a high-quality benchmark to compare different prompts, which is difficult and expensive to acquire in many real-world use cases. In this work, we introduce a new method for automatic prompt engineering, using a calibration process that iteratively refines the prompt to the user intent. During the optimization process, the system jointly generates synthetic data of boundary use cases and optimizes the prompt according to the generated dataset. We demonstrate the effectiveness of our method with respect to strong proprietary models on real-world tasks such as moderation and generation. Our method outperforms state-of-the-art methods with a limited number of annotated samples. Furthermore, we validate the advantages of each one of the system's key components. Our system is built in a modular way, facilitating easy adaptation to other tasks. The code is available https://github.com/Eladlev/AutoPrompt{here}.

Machine Reading Comprehension (MRC) poses a significant challenge in the field of Natural Language Processing (NLP). While mainstream MRC methods predominantly leverage extractive strategies using encoder-only models such as BERT, generative approaches face the issue of out-of-control generation -- a critical problem where answers generated are often incorrect, irrelevant, or unfaithful to the source text. To address these limitations in generative models for MRC, we introduce the Question-Attended Span Extraction (QASE) module. Integrated during the fine-tuning phase of pre-trained generative language models (PLMs), QASE significantly enhances their performance, allowing them to surpass the extractive capabilities of advanced Large Language Models (LLMs) such as GPT-4. Notably, these gains in performance do not come with an increase in computational demands. The efficacy of the QASE module has been rigorously tested across various datasets, consistently achieving or even surpassing state-of-the-art (SOTA) results.

In this work, we unveil a novel tool for generating Italian crossword puzzles from text, utilizing advanced language models such as GPT-4o, Mistral-7B-Instruct-v0.3, and Llama3-8b-Instruct. Crafted specifically for educational applications, this cutting-edge generator makes use of the comprehensive Italian-Clue-Instruct dataset, which comprises over 30,000 entries including diverse text, solutions, and types of clues. This carefully assembled dataset is designed to facilitate the creation of contextually relevant clues in various styles associated with specific texts and keywords. The study delves into four distinctive styles of crossword clues: those without format constraints, those formed as definite determiner phrases, copular sentences, and bare noun phrases. Each style introduces unique linguistic structures to diversify clue presentation. Given the lack of sophisticated educational tools tailored to the Italian language, this project seeks to enhance learning experiences and cognitive development through an engaging, interactive platform. By meshing state-of-the-art AI with contemporary educational strategies, our tool can dynamically generate crossword puzzles from Italian educational materials, thereby providing an enjoyable and interactive learning environment. This technological advancement not only redefines educational paradigms but also sets a new benchmark for interactive and cognitive language learning solutions.

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.

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

Recent AI-assistant agents, such as ChatGPT, predominantly rely on supervised fine-tuning (SFT) with human annotations and reinforcement learning from human feedback (RLHF) to align the output of large language models (LLMs) with human intentions, ensuring they are helpful, ethical, and reliable. However, this dependence can significantly constrain the true potential of AI-assistant agents due to the high cost of obtaining human supervision and the related issues on quality, reliability, diversity, self-consistency, and undesirable biases. To address these challenges, we propose a novel approach called SELF-ALIGN, which combines principle-driven reasoning and the generative power of LLMs for the self-alignment of AI agents with minimal human supervision. Our approach encompasses four stages: first, we use an LLM to generate synthetic prompts, and a topic-guided method to augment the prompt diversity; second, we use a small set of human-written principles for AI models to follow, and guide the LLM through in-context learning from demonstrations (of principles application) to produce helpful, ethical, and reliable responses to user's queries; third, we fine-tune the original LLM with the high-quality self-aligned responses so that the resulting model can generate desirable responses for each query directly without the principle set and the demonstrations anymore; and finally, we offer a refinement step to address the issues of overly-brief or indirect responses. Applying SELF-ALIGN to the LLaMA-65b base language model, we develop an AI assistant named Dromedary. With fewer than 300 lines of human annotations (including < 200 seed prompts, 16 generic principles, and 5 exemplars for in-context learning). Dromedary significantly surpasses the performance of several state-of-the-art AI systems, including Text-Davinci-003 and Alpaca, on benchmark datasets with various settings.

Training large language models (LLMs) to spend more time thinking and reflection before responding is crucial for effectively solving complex reasoning tasks in fields such as science, coding, and mathematics. However, the effectiveness of mechanisms like self-reflection and self-correction depends on the model's capacity to accurately assess its own performance, which can be limited by factors such as initial accuracy, question difficulty, and the lack of external feedback. In this paper, we delve into a two-player paradigm that separates the roles of reasoning and critique models, where the critique model provides step-level feedback to supervise the reasoning (actor) model during both test-time and train-time. We first propose AutoMathCritique, an automated and scalable framework for collecting critique data, resulting in a dataset of 76,321 responses paired with step-level feedback. Fine-tuning language models with this dataset enables them to generate natural language feedback for mathematical reasoning. We demonstrate that the critique models consistently improve the actor's performance on difficult queries at test-time, especially when scaling up inference-time computation. Motivated by these findings, we introduce the critique-based supervision to the actor's self-training process, and propose a critique-in-the-loop self-improvement method. Experiments show that the method improves the actor's exploration efficiency and solution diversity, especially on challenging queries, leading to a stronger reasoning model. Lastly, we take the preliminary step to explore training self-talk reasoning models via critique supervision and showcase its potential. Our code and datasets are at https://mathcritique.github.io/{https://mathcritique.github.io/}.

Quality management and assurance is key for space agencies to guarantee the success of space missions, which are high-risk and extremely costly. In this paper, we present a system to generate quizzes, a common resource to evaluate the effectiveness of training sessions, from documents about quality assurance procedures in the Space domain. Our system leverages state of the art auto-regressive models like T5 and BART to generate questions, and a RoBERTa model to extract answers for such questions, thus verifying their suitability.

Automated essay scoring is one of the most important problem in Natural Language Processing. It has been explored for a number of years, and it remains partially solved. In addition to its economic and educational usefulness, it presents research problems. Transfer learning has proved to be beneficial in NLP. Data augmentation techniques have also helped build state-of-the-art models for automated essay scoring. Many works in the past have attempted to solve this problem by using RNNs, LSTMs, etc. This work examines the transformer models like BERT, RoBERTa, etc. We empirically demonstrate the effectiveness of transformer models and data augmentation for automated essay grading across many topics using a single model.

Large language models (LLMs) have become the foundation of many applications, leveraging their extensive capabilities in processing and understanding natural language. While many open-source LLMs have been released with technical reports, the lack of training details hinders further research and development. This paper presents the development of YuLan, a series of open-source LLMs with 12 billion parameters. The base model of YuLan is pre-trained on approximately 1.7T tokens derived from a diverse corpus, including massive English, Chinese, and multilingual texts. We design a three-stage pre-training method to enhance YuLan's overall capabilities. Subsequent phases of training incorporate instruction-tuning and human alignment, employing a substantial volume of high-quality synthesized data. To facilitate the learning of complex and long-tail knowledge, we devise a curriculum-learning framework throughout across these stages, which helps LLMs learn knowledge in an easy-to-hard manner. YuLan's training is finished on Jan, 2024 and has achieved performance on par with state-of-the-art LLMs across various English and Chinese benchmarks. This paper outlines a comprehensive technical roadmap for developing LLMs from scratch. Our model and codes are available at https://github.com/RUC-GSAI/YuLan-Chat.

Large Language Models (LLM) based agents have shown promise in autonomously completing tasks across various domains, e.g., robotics, games, and web navigation. However, these agents typically require elaborate design and expert prompts to solve tasks in specific domains, which limits their adaptability. We introduce AutoManual, a framework enabling LLM agents to autonomously build their understanding through interaction and adapt to new environments. AutoManual categorizes environmental knowledge into diverse rules and optimizes them in an online fashion by two agents: 1) The Planner codes actionable plans based on current rules for interacting with the environment. 2) The Builder updates the rules through a well-structured rule system that facilitates online rule management and essential detail retention. To mitigate hallucinations in managing rules, we introduce a *case-conditioned prompting* strategy for the Builder. Finally, the Formulator agent compiles these rules into a comprehensive manual. The self-generated manual can not only improve the adaptability but also guide the planning of smaller LLMs while being human-readable. Given only one simple demonstration, AutoManual significantly improves task success rates, achieving 97.4\% with GPT-4-turbo and 86.2\% with GPT-3.5-turbo on ALFWorld benchmark tasks. The code is available at https://github.com/minghchen/automanual.

Scaling up language models to billions of parameters has opened up possibilities for in-context learning, allowing instruction tuning and few-shot learning on tasks that the model was not specifically trained for. This has achieved breakthrough performance on language tasks such as translation, summarization, and question-answering. Furthermore, in addition to these associative "System 1" tasks, recent advances in Chain-of-thought prompt learning have demonstrated strong "System 2" reasoning abilities, answering a question in the field of artificial general intelligence whether LLMs can reason. The field started with the question whether LLMs can solve grade school math word problems. This paper reviews the rapidly expanding field of prompt-based reasoning with LLMs. Our taxonomy identifies different ways to generate, evaluate, and control multi-step reasoning. We provide an in-depth coverage of core approaches and open problems, and we propose a research agenda for the near future. Finally, we highlight the relation between reasoning and prompt-based learning, and we discuss the relation between reasoning, sequential decision processes, and reinforcement learning. We find that self-improvement, self-reflection, and some metacognitive abilities of the reasoning processes are possible through the judicious use of prompts. True self-improvement and self-reasoning, to go from reasoning with LLMs to reasoning by LLMs, remains future work.

This paper introduces an innovative approach using Retrieval-Augmented Generation (RAG) pipelines with Large Language Models (LLMs) to enhance information retrieval and query response systems for university-related question answering. By systematically extracting data from the university official webpage and employing advanced prompt engineering techniques, we generate accurate, contextually relevant responses to user queries. We developed a comprehensive university benchmark, UniversityQuestionBench (UQB), to rigorously evaluate our system performance, based on common key metrics in the filed of RAG pipelines, assessing accuracy and reliability through various metrics and real-world scenarios. Our experimental results demonstrate significant improvements in the precision and relevance of generated responses, enhancing user experience and reducing the time required to obtain relevant answers. In summary, this paper presents a novel application of RAG pipelines and LLMs, supported by a meticulously prepared university benchmark, offering valuable insights into advanced AI techniques for academic data retrieval and setting the stage for future research in this domain.

This open access book provides a comprehensive overview of the state of the art in research and applications of Foundation Models and is intended for readers familiar with basic Natural Language Processing (NLP) concepts. Over the recent years, a revolutionary new paradigm has been developed for training models for NLP. These models are first pre-trained on large collections of text documents to acquire general syntactic knowledge and semantic information. Then, they are fine-tuned for specific tasks, which they can often solve with superhuman accuracy. When the models are large enough, they can be instructed by prompts to solve new tasks without any fine-tuning. Moreover, they can be applied to a wide range of different media and problem domains, ranging from image and video processing to robot control learning. Because they provide a blueprint for solving many tasks in artificial intelligence, they have been called Foundation Models. After a brief introduction to basic NLP models the main pre-trained language models BERT, GPT and sequence-to-sequence transformer are described, as well as the concepts of self-attention and context-sensitive embedding. Then, different approaches to improving these models are discussed, such as expanding the pre-training criteria, increasing the length of input texts, or including extra knowledge. An overview of the best-performing models for about twenty application areas is then presented, e.g., question answering, translation, story generation, dialog systems, generating images from text, etc. For each application area, the strengths and weaknesses of current models are discussed, and an outlook on further developments is given. In addition, links are provided to freely available program code. A concluding chapter summarizes the economic opportunities, mitigation of risks, and potential developments of AI.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

Large Language Models (LLMs) exhibit strong generalization capabilities to novel tasks when prompted with language instructions and in-context demos. Since this ability sensitively depends on the quality of prompts, various methods have been explored to automate the instruction design. While these methods demonstrated promising results, they also restricted the searched prompt to one instruction. Such simplification significantly limits their capacity, as a single demo-free instruction might not be able to cover the entire complex problem space of the targeted task. To alleviate this issue, we adopt the Mixture-of-Expert paradigm and divide the problem space into a set of sub-regions; Each sub-region is governed by a specialized expert, equipped with both an instruction and a set of demos. A two-phase process is developed to construct the specialized expert for each region: (1) demo assignment: Inspired by the theoretical connection between in-context learning and kernel regression, we group demos into experts based on their semantic similarity; (2) instruction assignment: A region-based joint search of an instruction per expert complements the demos assigned to it, yielding a synergistic effect. The resulting method, codenamed Mixture-of-Prompts (MoP), achieves an average win rate of 81% against prior arts across several major benchmarks.

Compared to image-text pair data, interleaved corpora enable Vision-Language Models (VLMs) to understand the world more naturally like humans. However, such existing datasets are crawled from webpage, facing challenges like low knowledge density, loose image-text relations, and poor logical coherence between images. On the other hand, the internet hosts vast instructional videos (e.g., online geometry courses) that are widely used by humans to learn foundational subjects, yet these valuable resources remain underexplored in VLM training. In this paper, we introduce a high-quality multimodal textbook corpus with richer foundational knowledge for VLM pretraining. It collects over 2.5 years of instructional videos, totaling 22,000 class hours. We first use an LLM-proposed taxonomy to systematically gather instructional videos. Then we progressively extract and refine visual (keyframes), audio (ASR), and textual knowledge (OCR) from the videos, and organize as an image-text interleaved corpus based on temporal order. Compared to its counterparts, our video-centric textbook offers more coherent context, richer knowledge, and better image-text alignment. Experiments demonstrate its superb pretraining performance, particularly in knowledge- and reasoning-intensive tasks like ScienceQA and MathVista. Moreover, VLMs pre-trained on our textbook exhibit outstanding interleaved context awareness, leveraging visual and textual cues in their few-shot context for task solving~Our code are available at \url{https://github.com/DAMO-NLP-SG/multimodal_textbook}.

Automated machine learning (AutoML) accelerates AI development by automating tasks in the development pipeline, such as optimal model search and hyperparameter tuning. Existing AutoML systems often require technical expertise to set up complex tools, which is in general time-consuming and requires a large amount of human effort. Therefore, recent works have started exploiting large language models (LLM) to lessen such burden and increase the usability of AutoML frameworks via a natural language interface, allowing non-expert users to build their data-driven solutions. These methods, however, are usually designed only for a particular process in the AI development pipeline and do not efficiently use the inherent capacity of the LLMs. This paper proposes AutoML-Agent, a novel multi-agent framework tailored for full-pipeline AutoML, i.e., from data retrieval to model deployment. AutoML-Agent takes user's task descriptions, facilitates collaboration between specialized LLM agents, and delivers deployment-ready models. Unlike existing work, instead of devising a single plan, we introduce a retrieval-augmented planning strategy to enhance exploration to search for more optimal plans. We also decompose each plan into sub-tasks (e.g., data preprocessing and neural network design) each of which is solved by a specialized agent we build via prompting executing in parallel, making the search process more efficient. Moreover, we propose a multi-stage verification to verify executed results and guide the code generation LLM in implementing successful solutions. Extensive experiments on seven downstream tasks using fourteen datasets show that AutoML-Agent achieves a higher success rate in automating the full AutoML process, yielding systems with good performance throughout the diverse domains.

The process of instruction tuning aligns pre-trained large language models (LLMs) with open-domain instructions and human-preferred responses. While several studies have explored autonomous approaches to distilling and annotating instructions from more powerful proprietary LLMs, such as ChatGPT, they often neglect the impact of task distributions and the varying difficulty of instructions of the training sets. This oversight can lead to imbalanced knowledge capabilities and poor generalization powers of small student LLMs. To address this challenge, we introduce Task-Aware Curriculum Planning for Instruction Refinement (TAPIR), a multi-round distillation framework with balanced task distributions and dynamic difficulty adjustment. This approach utilizes an oracle LLM to select instructions that are difficult for a student LLM to follow and distill instructions with balanced task distributions. By incorporating curriculum planning, our approach systematically escalates the difficulty levels, progressively enhancing the student LLM's capabilities. We rigorously evaluate TAPIR using two widely recognized benchmarks, including AlpacaEval 2.0 and MT-Bench. The empirical results demonstrate that the student LLMs, trained with our method and less training data, outperform larger instruction-tuned models and strong distillation baselines. The improvement is particularly notable in complex tasks, such as logical reasoning and code generation.

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

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

Mathematical questioning is crucial for assessing students problem-solving skills. Since manually creating such questions requires substantial effort, automatic methods have been explored. Existing state-of-the-art models rely on fine-tuning strategies and struggle to generate questions that heavily involve multiple steps of logical and arithmetic reasoning. Meanwhile, large language models(LLMs) such as ChatGPT have excelled in many NLP tasks involving logical and arithmetic reasoning. Nonetheless, their applications in generating educational questions are underutilized, especially in the field of mathematics. To bridge this gap, we take the first step to conduct an in-depth analysis of ChatGPT in generating pre-university math questions. Our analysis is categorized into two main settings: context-aware and context-unaware. In the context-aware setting, we evaluate ChatGPT on existing math question-answering benchmarks covering elementary, secondary, and ternary classes. In the context-unaware setting, we evaluate ChatGPT in generating math questions for each lesson from pre-university math curriculums that we crawl. Our crawling results in TopicMath, a comprehensive and novel collection of pre-university math curriculums collected from 121 math topics and 428 lessons from elementary, secondary, and tertiary classes. Through this analysis, we aim to provide insight into the potential of ChatGPT as a math questioner.

LLMs can now act as autonomous agents that interact with digital environments and complete specific objectives (e.g., arranging an online meeting). However, accuracy is still far from satisfactory, partly due to a lack of large-scale, direct demonstrations for digital tasks. Obtaining supervised data from humans is costly, and automatic data collection through exploration or reinforcement learning relies on complex environmental and content setup, resulting in datasets that lack comprehensive coverage of various scenarios. On the other hand, there is abundant knowledge that may indirectly assist task completion, such as online tutorials that were created for human consumption. In this work, we present Synatra, an approach that effectively transforms this indirect knowledge into direct supervision at scale. We define different types of indirect knowledge, and carefully study the available sources to obtain it, methods to encode the structure of direct demonstrations, and finally methods to transform indirect knowledge into direct demonstrations. We use 100k such synthetically-created demonstrations to finetune a 7B CodeLlama, and demonstrate that the resulting agent surpasses all comparably sized models on three web-based task benchmarks Mind2Web, MiniWoB++ and WebArena, as well as surpassing GPT-3.5 on WebArena and Mind2Web. In addition, while synthetic demonstrations prove to be only 3% the cost of human demonstrations (at $0.031 each), we show that the synthetic demonstrations can be more effective than an identical number of human demonstrations collected from limited domains.

Large Language Models (LLMs) have been shown to act like planners that can decompose high-level instructions into a sequence of executable instructions. However, current LLM-based planners are only able to operate with a fixed set of skills. We overcome this critical limitation and present a method for using LLM-based planners to query new skills and teach robots these skills in a data and time-efficient manner for rigid object manipulation. Our system can re-use newly acquired skills for future tasks, demonstrating the potential of open world and lifelong learning. We evaluate the proposed framework on multiple tasks in simulation and the real world. Videos are available at: https://sites.google.com/mit.edu/halp-robot-learning.

This paper introduces AutoSurvey, a speedy and well-organized methodology for automating the creation of comprehensive literature surveys in rapidly evolving fields like artificial intelligence. Traditional survey paper creation faces challenges due to the vast volume and complexity of information, prompting the need for efficient survey methods. While large language models (LLMs) offer promise in automating this process, challenges such as context window limitations, parametric knowledge constraints, and the lack of evaluation benchmarks remain. AutoSurvey addresses these challenges through a systematic approach that involves initial retrieval and outline generation, subsection drafting by specialized LLMs, integration and refinement, and rigorous evaluation and iteration. Our contributions include a comprehensive solution to the survey problem, a reliable evaluation method, and experimental validation demonstrating AutoSurvey's effectiveness.We open our resources at https://github.com/AutoSurveys/AutoSurvey.

The primary limitation of large language models (LLMs) is their restricted understanding of the world. This poses significant difficulties for LLM-based agents, particularly in domains where pre-trained LLMs lack sufficient knowledge. In this paper, we introduce a novel framework, called AutoGuide, that bridges the knowledge gap in pre-trained LLMs by leveraging implicit knowledge in offline experiences. Specifically, AutoGuide effectively extracts knowledge embedded in offline data by extracting a set of state-aware guidelines. Importantly, each state-aware guideline is expressed in concise natural language and follows a conditional structure, clearly describing the state where it is applicable. As such, the resulting guidelines enable a principled way to provide helpful knowledge pertinent to an agent's current decision-making process. We show that our approach outperforms competitive LLM-based baselines by a large margin in sequential decision-making benchmarks.

Answering complex questions that require making latent decisions is a challenging task, especially when limited supervision is available. Recent works leverage the capabilities of large language models (LMs) to perform complex question answering in a few-shot setting by demonstrating how to output intermediate rationalizations while solving the complex question in a single pass. We introduce ``Successive Prompting'', where we iteratively break down a complex task into a simple task, solve it, and then repeat the process until we get the final solution. Successive prompting decouples the supervision for decomposing complex questions from the supervision for answering simple questions, allowing us to (1) have multiple opportunities to query in-context examples at each reasoning step (2) learn question decomposition separately from question answering, including using synthetic data, and (3) use bespoke (fine-tuned) components for reasoning steps where a large LM does not perform well. The intermediate supervision is typically manually written, which can be expensive to collect. We introduce a way to generate a synthetic dataset which can be used to bootstrap a model's ability to decompose and answer intermediate questions. Our best model (with successive prompting) achieves an improvement of ~5% absolute F1 on a few-shot version of the DROP dataset when compared with a state-of-the-art model with the same supervision.

Recent popularity of Large Language Models (LLMs) has opened countless possibilities in automating numerous AI tasks by connecting LLMs to various domain-specific models or APIs, where LLMs serve as dispatchers while domain-specific models or APIs are action executors. Despite the vast numbers of domain-specific models/APIs, they still struggle to comprehensively cover super diverse automation demands in the interaction between human and User Interfaces (UIs). In this work, we build a multimodal model to ground natural language instructions in given UI screenshots as a generic UI task automation executor. This metadata-free grounding model, consisting of a visual encoder and a language decoder, is first pretrained on well studied document understanding tasks and then learns to decode spatial information from UI screenshots in a promptable way. To facilitate the exploitation of image-to-text pretrained knowledge, we follow the pixel-to-sequence paradigm to predict geometric coordinates in a sequence of tokens using a language decoder. We further propose an innovative Reinforcement Learning (RL) based algorithm to supervise the tokens in such sequence jointly with visually semantic metrics, which effectively strengthens the spatial decoding capability of the pixel-to-sequence paradigm. Extensive experiments demonstrate our proposed reinforced UI instruction grounding model outperforms the state-of-the-art methods by a clear margin and shows the potential as a generic UI task automation API.

Automated Machine Learning (AutoML) supports practitioners and researchers with the tedious task of designing machine learning pipelines and has recently achieved substantial success. In this paper, we introduce new AutoML approaches motivated by our winning submission to the second ChaLearn AutoML challenge. We develop PoSH Auto-sklearn, which enables AutoML systems to work well on large datasets under rigid time limits by using a new, simple and meta-feature-free meta-learning technique and by employing a successful bandit strategy for budget allocation. However, PoSH Auto-sklearn introduces even more ways of running AutoML and might make it harder for users to set it up correctly. Therefore, we also go one step further and study the design space of AutoML itself, proposing a solution towards truly hands-free AutoML. Together, these changes give rise to the next generation of our AutoML system, Auto-sklearn 2.0. We verify the improvements by these additions in an extensive experimental study on 39 AutoML benchmark datasets. We conclude the paper by comparing to other popular AutoML frameworks and Auto-sklearn 1.0, reducing the relative error by up to a factor of 4.5, and yielding a performance in 10 minutes that is substantially better than what Auto-sklearn 1.0 achieves within an hour.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

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

Large Language Models (LLMs) are smart but forgetful. Recent studies, (e.g., (Bubeck et al., 2023)) on modern LLMs have shown that they are capable of performing amazing tasks typically necessitating human-level intelligence. However, unlike humans, frozen LLMs do not improve over time; they neither acquire new knowledge nor learn from their successes or failures. Some approaches to improving the intelligence of LLMs include fine-tuning models based on problem-solving performance (Zelikman et al., 2022), and building bigger and more sophisticated models (Bubeck et al., 2023). However, these methods have the drawback of requiring substantial data and computational resources to retrain existing models. In this paper, we explore the use of Retrieval Augmented Generation, also known as RAG (Lewis et al., 2021) to improve problem-solving performance. We propose ARM-RAG (Auxiliary Rationale Memory for Retrieval Augmented Generation), a system that learns from its successes without incurring high training costs. We demonstrate that the storage and subsequent retrieval of reasoning chains have a positive influence on performance in grade-school math problems.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Chain-of-thought prompting (CoT) advances the reasoning abilities of large language models (LLMs) and achieves superior performance in arithmetic, commonsense, and symbolic reasoning tasks. However, most CoT studies rely on carefully designed human-annotated rational chains to prompt the language model, which poses challenges for real-world applications where labeled training data is available without human-annotated rational chains. This creates barriers to applications of CoT prompting to these general tasks. This paper proposes a new strategy, Automate-CoT (Automatic Prompt Augmentation and Selection with Chain-of-Thought), that can bypass human engineering of CoTs by automatically augmenting rational chains from a small labeled dataset, and then pruning low-quality chains to construct a candidate pool of machine-generated rationale chains based on the labels. Finally, it selects the optimal combination of several rationale chains from the pool for CoT prompting by employing a variance-reduced policy gradient strategy to estimate the significance of each example in a black-box language model. Automate-CoT enables a quick adaptation of the CoT technique to different tasks. Experimental results demonstrate the effectiveness of our method, where state-of-the-art results are achieved on arithmetic reasoning (+2.7\%), commonsense reasoning (+3.4\%), symbolic reasoning (+3.2\%), and non-reasoning tasks (+2.5\%). Our code will be available at https://github.com/shizhediao/automate-cot.

In this paper, we systematically study the potential of pre-training with Large Language Model(LLM)-based document expansion for dense passage retrieval. Concretely, we leverage the capabilities of LLMs for document expansion, i.e. query generation, and effectively transfer expanded knowledge to retrievers using pre-training strategies tailored for passage retrieval. These strategies include contrastive learning and bottlenecked query generation. Furthermore, we incorporate a curriculum learning strategy to reduce the reliance on LLM inferences. Experimental results demonstrate that pre-training with LLM-based document expansion significantly boosts the retrieval performance on large-scale web-search tasks. Our work shows strong zero-shot and out-of-domain retrieval abilities, making it more widely applicable for retrieval when initializing with no human-labeled data.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Automated machine learning (AutoML) is a collection of techniques designed to automate the machine learning development process. While traditional AutoML approaches have been successfully applied in several critical steps of model development (e.g. hyperparameter optimization), there lacks a AutoML system that automates the entire end-to-end model production workflow. To fill this blank, we present AutoMMLab, a general-purpose LLM-empowered AutoML system that follows user's language instructions to automate the whole model production workflow for computer vision tasks. The proposed AutoMMLab system effectively employs LLMs as the bridge to connect AutoML and OpenMMLab community, empowering non-expert individuals to easily build task-specific models via a user-friendly language interface. Specifically, we propose RU-LLaMA to understand users' request and schedule the whole pipeline, and propose a novel LLM-based hyperparameter optimizer called HPO-LLaMA to effectively search for the optimal hyperparameters. Experiments show that our AutoMMLab system is versatile and covers a wide range of mainstream tasks, including classification, detection, segmentation and keypoint estimation. We further develop a new benchmark, called LAMP, for studying key components in the end-to-end prompt-based model training pipeline. Code, model, and data will be released.

Knowledge-based question answering (KBQA) is a key task in NLP research, and also an approach to access the web data and knowledge, which requires exploiting knowledge graphs (KGs) for reasoning. In the literature, one promising solution for KBQA is to incorporate the pretrained language model (LM) with KGs by generating KG-centered pretraining corpus, which has shown its superiority. However, these methods often depend on specific techniques and resources to work, which may not always be available and restrict its application. Moreover, existing methods focus more on improving language understanding with KGs, while neglect the more important human-like complex reasoning. To this end, in this paper, we propose a general Knowledge-Injected Curriculum Pretraining framework (KICP) to achieve comprehensive KG learning and exploitation for KBQA tasks, which is composed of knowledge injection (KI), knowledge adaptation (KA) and curriculum reasoning (CR). Specifically, the KI module first injects knowledge into the LM by generating KG-centered pretraining corpus, and generalizes the process into three key steps that could work with different implementations for flexible application. Next, the KA module learns knowledge from the generated corpus with LM equipped with an adapter as well as keeps its original natural language understanding ability to reduce the negative impacts of the difference between the generated and natural corpus. Last, to enable the LM with complex reasoning, the CR module follows human reasoning patterns to construct three corpora with increasing difficulties of reasoning, and further trains the LM from easy to hard in a curriculum manner. We provide an implementation of the general framework, and evaluate the proposed KICP on four real-word datasets. The results demonstrate that our framework can achieve higher performances.

While exam-style questions are a fundamental educational tool serving a variety of purposes, manual construction of questions is a complex process that requires training, experience and resources. Automatic question generation (QG) techniques can be utilized to satisfy the need for a continuous supply of new questions by streamlining their generation. However, compared to automatic question answering (QA), QG is a more challenging task. In this work, we fine-tune a multilingual T5 (mT5) transformer in a multi-task setting for QA, QG and answer extraction tasks using Turkish QA datasets. To the best of our knowledge, this is the first academic work that performs automated text-to-text question generation from Turkish texts. Experimental evaluations show that the proposed multi-task setting achieves state-of-the-art Turkish question answering and question generation performance on TQuADv1, TQuADv2 datasets and XQuAD Turkish split. The source code and the pre-trained models are available at https://github.com/obss/turkish-question-generation.

The dominant paradigm for instruction tuning is the random-shuffled training of maximally diverse instruction-response pairs. This paper explores the potential benefits of applying a structured cognitive learning approach to instruction tuning in contemporary large language models like ChatGPT and GPT-4. Unlike the previous conventional randomized instruction dataset, we propose a highly structured synthetic dataset that mimics the progressive and organized nature of human education. We curate our dataset by aligning it with educational frameworks, incorporating meta information including its topic and cognitive rigor level for each sample. Our dataset covers comprehensive fine-grained topics spanning diverse educational stages (from middle school to graduate school) with various questions for each topic to enhance conceptual depth using Bloom's taxonomy-a classification framework distinguishing various levels of human cognition for each concept. The results demonstrate that this cognitive rigorous training approach yields significant performance enhancements - +3.06 on the MMLU benchmark and an additional +1.28 on AI2 Reasoning Challenge (hard set) - compared to conventional randomized training, all while avoiding additional computational costs. This research highlights the potential of leveraging human learning principles to enhance the capabilities of language models in comprehending and responding to complex instructions and tasks.

Chain-of-Thought (CoT) prompting reveals that large language models are capable of performing complex reasoning via intermediate steps. CoT prompting is primarily categorized into three approaches. The first approach utilizes straightforward prompts like ``Let's think step by step'' to generate a sequential thought process before yielding an answer. The second approach makes use of human-crafted, step-by-step demonstrations to guide the model's reasoning process. The third automates the generation of reasoned demonstrations with the 'Let's think step by step'.This approach sometimes leads to reasoning errors, highlighting the need to diversify demonstrations to mitigate its misleading effects. However, diverse demonstrations pose challenges for effective representations. In this work, we propose ECHO, a self-harmonized chain-of-thought prompting method. It consolidates diverse solution paths into a uniform and effective solution pattern.ECHO demonstrates the best overall performance across three reasoning domains.

Web automation is a significant technique that accomplishes complicated web tasks by automating common web actions, enhancing operational efficiency, and reducing the need for manual intervention. Traditional methods, such as wrappers, suffer from limited adaptability and scalability when faced with a new website. On the other hand, generative agents empowered by large language models (LLMs) exhibit poor performance and reusability in open-world scenarios. In this work, we introduce a crawler generation task for vertical information web pages and the paradigm of combining LLMs with crawlers, which helps crawlers handle diverse and changing web environments more efficiently. We propose AutoCrawler, a two-stage framework that leverages the hierarchical structure of HTML for progressive understanding. Through top-down and step-back operations, AutoCrawler can learn from erroneous actions and continuously prune HTML for better action generation. We conduct comprehensive experiments with multiple LLMs and demonstrate the effectiveness of our framework. Resources of this paper can be found at https://github.com/EZ-hwh/AutoCrawler

Multimodal LLMs are the natural evolution of LLMs, and enlarge their capabilities so as to work beyond the pure textual modality. As research is being carried out to design novel architectures and vision-and-language adapters, in this paper we concentrate on endowing such models with the capability of answering questions that require external knowledge. Our approach, termed Wiki-LLaVA, aims at integrating an external knowledge source of multimodal documents, which is accessed through a hierarchical retrieval pipeline. Relevant passages, using this approach, are retrieved from the external knowledge source and employed as additional context for the LLM, augmenting the effectiveness and precision of generated dialogues. We conduct extensive experiments on datasets tailored for visual question answering with external data and demonstrate the appropriateness of our approach.

The paper investigates using a Large Language Model (LLM) to automatically perform web software tasks using click, scroll, and text input operations. Previous approaches, such as reinforcement learning (RL) or imitation learning, are inefficient to train and task-specific. Our method uses filtered Document Object Model (DOM) elements as observations and performs tasks step-by-step, sequentially generating small programs based on the current observations. We use in-context learning, either benefiting from a single manually provided example, or an automatically generated example based on a successful zero-shot trial. We evaluate the proposed method on the MiniWob++ benchmark. With only one in-context example, our WebWISE method achieves similar or better performance than other methods that require many demonstrations or trials.

Prompt engineering is critical for the development of LLM-based applications. However, it is usually done manually in a "trial and error" fashion. This manual procedure can be time consuming, ineffective, and the generated prompts are, in a lot of cases, sub-optimal. Even for the prompts which seemingly work well, there is always a lingering question: can the prompts be made better with further modifications? To address these questions, in this paper, we investigate prompt engineering automation. We consider a specific use case scenario in which developers/users have drafted initial prompts, but lack the time/expertise to optimize them. We propose PRewrite, an automated tool to rewrite these drafts and to generate highly effective new prompts. PRewrite is based on the Reinforcement Learning (RL) framework which allows for end-to-end optimization and our design allows the RL search to happen in a large action space. The automated tool leverages manually crafted prompts as starting points which makes the rewriting procedure more guided and efficient. The generated prompts are human readable, and self-explanatory, unlike some of those in previous works. We conducted extensive experiments on diverse datasets and found that the prompts generated with this new method not only outperform professionally crafted prompts, but also prompts generated with other previously proposed methods.

Large language models with instruction-following abilities have revolutionized the field of artificial intelligence. These models show exceptional generalizability to tackle various real-world tasks through their natural language interfaces. However, their performance heavily relies on high-quality exemplar data, which is often difficult to obtain. This challenge is further exacerbated when it comes to multimodal instruction following. We introduce TextBind, an almost annotation-free framework for empowering larger language models with the multi-turn interleaved multimodal instruction-following capabilities. Our approach requires only image-caption pairs and generates multi-turn multimodal instruction-response conversations from a language model. We release our dataset, model, and demo to foster future research in the area of multimodal instruction following.

Robots operating in human spaces must be able to engage in natural language interaction with people, both understanding and executing instructions, and using conversation to resolve ambiguity and recover from mistakes. To study this, we introduce TEACh, a dataset of over 3,000 human--human, interactive dialogues to complete household tasks in simulation. A Commander with access to oracle information about a task communicates in natural language with a Follower. The Follower navigates through and interacts with the environment to complete tasks varying in complexity from "Make Coffee" to "Prepare Breakfast", asking questions and getting additional information from the Commander. We propose three benchmarks using TEACh to study embodied intelligence challenges, and we evaluate initial models' abilities in dialogue understanding, language grounding, and task execution.

Large Language Models (LLMs) have demonstrated remarkable performance on various quantitative reasoning and knowledge benchmarks. However, many of these benchmarks are losing utility as LLMs get increasingly high scores, despite not yet reaching expert performance in these domains. We introduce ARB, a novel benchmark composed of advanced reasoning problems in multiple fields. ARB presents a more challenging test than prior benchmarks, featuring problems in mathematics, physics, biology, chemistry, and law. As a subset of ARB, we introduce a challenging set of math and physics problems which require advanced symbolic reasoning and domain knowledge. We evaluate recent models such as GPT-4 and Claude on ARB and demonstrate that current models score well below 50% on more demanding tasks. In order to improve both automatic and assisted evaluation capabilities, we introduce a rubric-based evaluation approach, allowing GPT-4 to score its own intermediate reasoning steps. Further, we conduct a human evaluation of the symbolic subset of ARB, finding promising agreement between annotators and GPT-4 rubric evaluation scores.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

Recent advances in pre-trained language models have improved the performance for text classification tasks. However, little attention is paid to the priority scheduling strategy on the samples during training. Humans acquire knowledge gradually from easy to complex concepts, and the difficulty of the same material can also vary significantly in different learning stages. Inspired by this insights, we proposed a novel self-paced dynamic curriculum learning (SPDCL) method for imbalanced text classification, which evaluates the sample difficulty by both linguistic character and model capacity. Meanwhile, rather than using static curriculum learning as in the existing research, our SPDCL can reorder and resample training data by difficulty criterion with an adaptive from easy to hard pace. The extensive experiments on several classification tasks show the effectiveness of SPDCL strategy, especially for the imbalanced dataset.

How can we perform computations over natural language representations to solve tasks that require symbolic and numeric reasoning? We propose natural language embedded programs (NLEP) as a unifying framework for addressing math/symbolic reasoning, natural language understanding, and instruction following tasks. Our approach prompts a language model to generate full Python programs that define functions over data structures which contain natural language representations of structured knowledge. A Python interpreter then executes the generated code and prints the output. Despite using a task-general prompt, we find that this approach can improve upon strong baselines across a range of different tasks including math and symbolic reasoning, text classification, question answering, and instruction following. We further find the generated programs are often interpretable and enable post-hoc verification of the intermediate reasoning steps.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

This paper takes a first step towards a critical thinking curriculum for neural auto-regressive language models. We introduce a synthetic corpus of deductively valid arguments, and generate artificial argumentative texts to train and evaluate GPT-2. Significant transfer learning effects can be observed: Training a model on three simple core schemes allows it to accurately complete conclusions of different, and more complex types of arguments, too. The language models generalize the core argument schemes in a correct way. Moreover, we obtain consistent and promising results for NLU benchmarks. In particular, pre-training on the argument schemes raises zero-shot accuracy on the GLUE diagnostics by up to 15 percentage points. The findings suggest that intermediary pre-training on texts that exemplify basic reasoning abilities (such as typically covered in critical thinking textbooks) might help language models to acquire a broad range of reasoning skills. The synthetic argumentative texts presented in this paper are a promising starting point for building such a "critical thinking curriculum for language models."

Autonomous agents driven by Large Language Models (LLMs) offer enormous potential for automation. Early proof of this technology can be found in various demonstrations of agents solving complex tasks, interacting with external systems to augment their knowledge, and triggering actions. In particular, workflows involving multiple agents solving complex tasks in a collaborative fashion exemplify their capacity to operate in less strict and less well-defined environments. Thus, a multi-agent approach has great potential for serving as a backbone in many industrial applications, ranging from complex knowledge retrieval systems to next generation robotic process automation. Given the reasoning abilities within the current generation of LLMs, complex processes require a multi-step approach that includes a plan of well-defined and modular tasks. Depending on the level of complexity, these tasks can be executed either by a single agent or a group of agents. In this work, we focus on designing a flexible agent engineering framework with careful attention to planning and execution, capable of handling complex use case applications across various domains. The proposed framework provides reliability in industrial applications and presents techniques to ensure a scalable, flexible, and collaborative workflow for multiple autonomous agents working together towards solving tasks.

A common way of assessing language learners' mastery of vocabulary is via multiple-choice cloze (i.e., fill-in-the-blank) questions. But the creation of test items can be laborious for individual teachers or in large-scale language programs. In this paper, we evaluate a new method for automatically generating these types of questions using large language models (LLM). The VocaTT (vocabulary teaching and training) engine is written in Python and comprises three basic steps: pre-processing target word lists, generating sentences and candidate word options using GPT, and finally selecting suitable word options. To test the efficiency of this system, 60 questions were generated targeting academic words. The generated items were reviewed by expert reviewers who judged the well-formedness of the sentences and word options, adding comments to items judged not well-formed. Results showed a 75% rate of well-formedness for sentences and 66.85% rate for suitable word options. This is a marked improvement over the generator used earlier in our research which did not take advantage of GPT's capabilities. Post-hoc qualitative analysis reveals several points for improvement in future work including cross-referencing part-of-speech tagging, better sentence validation, and improving GPT prompts.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

This paper presents a pioneering methodology, termed StructTuning, to efficiently transform foundation Large Language Models (LLMs) into domain specialists. It significantly minimizes the training corpus requirement to a mere 0.3% while achieving an impressive 50% of traditional knowledge injection performance. Our method is inspired by the educational processes for human students, particularly how structured domain knowledge from textbooks is absorbed and then applied to tackle real-world challenges through specific exercises. Based on this, we propose a novel two-stage knowledge injection strategy: Structure-aware Continual Pre-Training (SCPT) and Structure-aware Supervised Fine-Tuning (SSFT). In the SCPT phase, we organize the training data into an auto-generated taxonomy of domain knowledge, enabling LLMs to effectively memorize textual segments linked to specific expertise within the taxonomy's architecture. Subsequently, in the SSFT phase, we explicitly prompt models to reveal the underlying knowledge structure in their outputs, leveraging this structured domain insight to address practical problems adeptly. Our ultimate method has undergone extensive evaluations across model architectures and scales, using closed-book question-answering tasks on LongBench and MMedBench datasets. Remarkably, our method matches 50% of the improvement displayed by the state-of-the-art MMedLM2 on MMedBench, but with only 0.3% quantity of the training corpus. This breakthrough showcases the potential to scale up our StructTuning for stronger domain-specific LLMs. Code will be made public soon.

Solving complex mathematical problems via system-2 reasoning is a natural human skill, yet it remains a significant challenge for current large language models (LLMs). We identify the scarcity of deliberate multi-step reasoning data as a primary limiting factor. To this end, we introduce Enriched Instruction Tuning (EIT), a method that enriches existing human-annotated mathematical datasets by synergizing human and AI feedback to create fine-grained reasoning trajectories. These datasets are then used to fine-tune open-source LLMs, enhancing their mathematical reasoning abilities without reliance on any symbolic verification program. Concretely, EIT is composed of two critical steps: Enriching with Reasoning Plan (ERP) and Enriching with Reasoning Step (ERS). The former generates a high-level plan that breaks down complex instructions into a sequence of simpler objectives, while ERS fills in reasoning contexts often overlooked by human annotators, creating a smoother reasoning trajectory for LLM fine-tuning. Unlike existing CoT prompting methods that generate reasoning chains only depending on LLM's internal knowledge, our method leverages human-annotated initial answers as ``meta-knowledge'' to help LLMs generate more detailed and precise reasoning processes, leading to a more trustworthy LLM expert for complex mathematical problems. In experiments, EIT achieves an accuracy of 84.1% on GSM8K and 32.5% on MATH, surpassing state-of-the-art fine-tuning and prompting methods, and even matching the performance of tool-augmented methods.

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.

Recently, the incredible progress of large language models (LLMs) has ignited the spark of task automation, which decomposes the complex tasks described by user instructions into sub-tasks, and invokes external tools to execute them, and plays a central role in autonomous agents. However, there lacks a systematic and standardized benchmark to foster the development of LLMs in task automation. To this end, we introduce TaskBench to evaluate the capability of LLMs in task automation. Specifically, task automation can be formulated into three critical stages: task decomposition, tool invocation, and parameter prediction to fulfill user intent. This complexity makes data collection and evaluation more challenging compared to common NLP tasks. To generate high-quality evaluation datasets, we introduce the concept of Tool Graph to represent the decomposed tasks in user intent, and adopt a back-instruct method to simulate user instruction and annotations. Furthermore, we propose TaskEval to evaluate the capability of LLMs from different aspects, including task decomposition, tool invocation, and parameter prediction. Experimental results demonstrate that TaskBench can effectively reflects the capability of LLMs in task automation. Benefiting from the mixture of automated data construction and human verification, TaskBench achieves a high consistency compared to the human evaluation, which can be utilized as a comprehensive and faithful benchmark for LLM-based autonomous agents.

Domain experts across engineering, healthcare, and education follow strict standards for producing quality content such as technical manuals, medication instructions, and children's reading materials. However, current works in controllable text generation have yet to explore using these standards as references for control. Towards this end, we introduce Standardize, a retrieval-style in-context learning-based framework to guide large language models to align with expert-defined standards. Focusing on English language standards in the education domain as a use case, we consider the Common European Framework of Reference for Languages (CEFR) and Common Core Standards (CCS) for the task of open-ended content generation. Our findings show that models can gain 40% to 100% increase in precise accuracy for Llama2 and GPT-4, respectively, demonstrating that the use of knowledge artifacts extracted from standards and integrating them in the generation process can effectively guide models to produce better standard-aligned content.

The automation of scientific discovery has been a long-standing goal within the research community, driven by the potential to accelerate knowledge creation. While significant progress has been made using commercial large language models (LLMs) as research assistants or idea generators, the possibility of automating the entire research process with open-source LLMs remains largely unexplored. This paper explores the feasibility of using open-source post-trained LLMs as autonomous agents capable of performing the full cycle of automated research and review, from literature review and manuscript preparation to peer review and paper revision. Our iterative preference training framework consists of CycleResearcher, which conducts research tasks, and CycleReviewer, which simulates the peer review process, providing iterative feedback via reinforcement learning. To train these models, we develop two new datasets, Review-5k and Research-14k, reflecting real-world machine learning research and peer review dynamics. Our results demonstrate that CycleReviewer achieves a 26.89\% improvement in mean absolute error (MAE) over individual human reviewers in predicting paper scores, indicating that LLMs can surpass expert-level performance in research evaluation. In research, the papers generated by the CycleResearcher model achieved a score of 5.36 in simulated peer reviews, surpassing the preprint level of 5.24 from human experts and approaching the accepted paper level of 5.69. This work represents a significant step toward fully automated scientific inquiry, providing ethical safeguards and advancing AI-driven research capabilities. The code, dataset and model weight are released at http://github/minjun-zhu/Researcher.

Large Language Models (LLMs) can perform various natural language processing tasks with suitable instruction prompts. However, designing effective prompts manually is challenging and time-consuming. Existing methods for automatic prompt optimization either lack flexibility or efficiency. In this paper, we propose an effective approach to automatically select the optimal prompt for a given input from a finite set of synthetic candidate prompts. Our approach consists of three steps: (1) clustering the training data and generating candidate prompts for each cluster using an LLM-based prompt generator; (2) synthesizing a dataset of input-prompt-output tuples for training a prompt evaluator to rank the prompts based on their relevance to the input; (3) using the prompt evaluator to select the best prompt for a new input at test time. Our approach balances prompt generality-specificity and eliminates the need for resource-intensive training and inference. It demonstrates competitive performance on zero-shot question-answering datasets: GSM8K, MultiArith, and AQuA.

Small Language Models (SLMs) are attracting attention due to the high computational demands and privacy concerns of Large Language Models (LLMs). Some studies fine-tune SLMs using Chains of Thought (CoT) data distilled from LLMs, aiming to enhance their reasoning ability. Furthermore, Some CoT distillation methods introduce external symbolic knowledge into the generation process to improve the limited knowledge memory, reasoning ability and out-of-domain (OOD) generalization of SLMs. However, the introduction of symbolic knowledge increases computational overhead and introduces potential noise. In this paper, we introduce SKIntern, an innovative approach that empowers SLMs to internalize symbolic knowledge and few-shot examples gradually through a progressive fine-tuning process, guided by a predefined linear decay schedule under curriculum learning. By efficiently internalizing knowledge, SKIntern reduces computational overhead and speeds up the reasoning process by focusing solely on the question during inference. It outperforms state-of-the-art baselines by over 5\%, while reducing inference costs (measured in FLOPs) by up to 4times across a wide range of SLMs in both in-domain (ID) and out-of-domain (OOD) tasks. Our code will be available at https://github.com/Xnhyacinth/SKIntern.

The rapid development of Large Language Models (LLMs) has substantially expanded the range of tasks they can address. In the field of Natural Language Processing (NLP), researchers have shifted their focus from conventional NLP tasks (e.g., sequence tagging and parsing) towards tasks that revolve around aligning with human needs (e.g., brainstorming and email writing). This shift in task distribution imposes new requirements on evaluating these aligned models regarding generality (i.e., assessing performance across diverse scenarios), flexibility (i.e., examining under different protocols), and interpretability (i.e., scrutinizing models with explanations). In this paper, we propose a generative judge with 13B parameters, Auto-J, designed to address these challenges. Our model is trained on user queries and LLM-generated responses under massive real-world scenarios and accommodates diverse evaluation protocols (e.g., pairwise response comparison and single-response evaluation) with well-structured natural language critiques. To demonstrate the efficacy of our approach, we construct a new testbed covering 58 different scenarios. Experimentally, Auto-J outperforms a series of strong competitors, including both open-source and closed-source models, by a large margin. We also provide detailed analysis and case studies to further reveal the potential of our method and make a variety of resources public at https://github.com/GAIR-NLP/auto-j.

Large-scale language models (LLMs), such as ChatGPT, are capable of generating human-like responses for various downstream tasks, such as task-oriented dialogues and question answering. However, applying LLMs to medical domains remains challenging due to their inability to leverage domain-specific knowledge. In this study, we present the Large-scale Language Models Augmented with Medical Textbooks (LLM-AMT), which integrates authoritative medical textbooks as the cornerstone of its design, enhancing its proficiency in the specialized domain through plug-and-play modules, comprised of a Hybrid Textbook Retriever, supplemented by the Query Augmenter and the LLM Reader. Experimental evaluation on three open-domain medical question-answering tasks reveals a substantial enhancement in both the professionalism and accuracy of the LLM responses when utilizing LLM-AMT, exhibiting an improvement ranging from 11.4% to 13.2%. Despite being 100 times smaller, we found that medical textbooks as the retrieval corpus serves as a more valuable external knowledge source than Wikipedia in the medical domain. Our experiments show that textbook augmentation results in a performance improvement ranging from 9.7% to 12.2% over Wikipedia augmentation.

Specializing LLMs in various domain-specific tasks has emerged as a critical step towards achieving high performance. However, the construction and annotation of datasets in specific domains are always very costly. Apart from using superior and expensive closed-source LLM APIs to construct datasets, some open-source models have become strong enough to handle dataset construction in many scenarios. Thus, we present a family of data augmentation models designed to significantly improve the efficiency for model fine-tuning. These models, trained based on sufficiently small LLMs, support key functionalities with low inference costs: instruction expansion, instruction refinement, and instruction-response pair expansion. To fulfill this goal, we first construct an automatic data collection system with seed datasets generated from both public repositories and our in-house datasets. This system leverages powerful LLMs to expand, refine and re-write the instructions and responses, incorporating quality assessment techniques. Following this, we introduce the training process of our models, which effectively distills task-solving and text synthesis abilities from teacher LLMs. Finally, we demonstrate how we integrate these functionalities into a machine learning platform to support low-cost LLM fine-tuning from both dataset preparation and training perspectives for users. Experiments and an application study prove the effectiveness of our approach.

Conversational generative AI has demonstrated remarkable promise for empowering biomedical practitioners, but current investigations focus on unimodal text. Multimodal conversational AI has seen rapid progress by leveraging billions of image-text pairs from the public web, but such general-domain vision-language models still lack sophistication in understanding and conversing about biomedical images. In this paper, we propose a cost-efficient approach for training a vision-language conversational assistant that can answer open-ended research questions of biomedical images. The key idea is to leverage a large-scale, broad-coverage biomedical figure-caption dataset extracted from PubMed Central, use GPT-4 to self-instruct open-ended instruction-following data from the captions, and then fine-tune a large general-domain vision-language model using a novel curriculum learning method. Specifically, the model first learns to align biomedical vocabulary using the figure-caption pairs as is, then learns to master open-ended conversational semantics using GPT-4 generated instruction-following data, broadly mimicking how a layperson gradually acquires biomedical knowledge. This enables us to train a Large Language and Vision Assistant for BioMedicine (LLaVA-Med) in less than 15 hours (with eight A100s). LLaVA-Med exhibits excellent multimodal conversational capability and can follow open-ended instruction to assist with inquiries about a biomedical image. On three standard biomedical visual question answering datasets, LLaVA-Med outperforms previous supervised state-of-the-art on certain metrics. To facilitate biomedical multimodal research, we will release our instruction-following data and the LLaVA-Med model.

We study automatic question generation for sentences from text passages in reading comprehension. We introduce an attention-based sequence learning model for the task and investigate the effect of encoding sentence- vs. paragraph-level information. In contrast to all previous work, our model does not rely on hand-crafted rules or a sophisticated NLP pipeline; it is instead trainable end-to-end via sequence-to-sequence learning. Automatic evaluation results show that our system significantly outperforms the state-of-the-art rule-based system. In human evaluations, questions generated by our system are also rated as being more natural (i.e., grammaticality, fluency) and as more difficult to answer (in terms of syntactic and lexical divergence from the original text and reasoning needed to answer).

We present the InterviewBot that dynamically integrates conversation history and customized topics into a coherent embedding space to conduct 10 mins hybrid-domain (open and closed) conversations with foreign students applying to U.S. colleges for assessing their academic and cultural readiness. To build a neural-based end-to-end dialogue model, 7,361 audio recordings of human-to-human interviews are automatically transcribed, where 440 are manually corrected for finetuning and evaluation. To overcome the input/output size limit of a transformer-based encoder-decoder model, two new methods are proposed, context attention and topic storing, allowing the model to make relevant and consistent interactions. Our final model is tested both statistically by comparing its responses to the interview data and dynamically by inviting professional interviewers and various students to interact with it in real-time, finding it highly satisfactory in fluency and context awareness.

Personalized text generation is an emerging research area that has attracted much attention in recent years. Most studies in this direction focus on a particular domain by designing bespoke features or models. In this work, we propose a general approach for personalized text generation using large language models (LLMs). Inspired by the practice of writing education, we develop a multistage and multitask framework to teach LLMs for personalized generation. In writing instruction, the task of writing from sources is often decomposed into multiple steps that involve finding, evaluating, summarizing, synthesizing, and integrating information. Analogously, our approach to personalized text generation consists of multiple stages: retrieval, ranking, summarization, synthesis, and generation. In addition, we introduce a multitask setting that helps the model improve its generation ability further, which is inspired by the observation in education that a student's reading proficiency and writing ability are often correlated. We evaluate our approach on three public datasets, each of which covers a different and representative domain. Our results show significant improvements over a variety of baselines.

Generative AI and large language models hold great promise in enhancing computing education by powering next-generation educational technologies for introductory programming. Recent works have studied these models for different scenarios relevant to programming education; however, these works are limited for several reasons, as they typically consider already outdated models or only specific scenario(s). Consequently, there is a lack of a systematic study that benchmarks state-of-the-art models for a comprehensive set of programming education scenarios. In our work, we systematically evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, and compare their performance with human tutors for a variety of scenarios. We evaluate using five introductory Python programming problems and real-world buggy programs from an online platform, and assess performance using expert-based annotations. Our results show that GPT-4 drastically outperforms ChatGPT (based on GPT-3.5) and comes close to human tutors' performance for several scenarios. These results also highlight settings where GPT-4 still struggles, providing exciting future directions on developing techniques to improve the performance of these models.

Prompt engineering has emerged as an indispensable technique for extending the capabilities of large language models (LLMs) and vision-language models (VLMs). This approach leverages task-specific instructions, known as prompts, to enhance model efficacy without modifying the core model parameters. Rather than updating the model parameters, prompts allow seamless integration of pre-trained models into downstream tasks by eliciting desired model behaviors solely based on the given prompt. Prompts can be natural language instructions that provide context to guide the model or learned vector representations that activate relevant knowledge. This burgeoning field has enabled success across various applications, from question-answering to commonsense reasoning. However, there remains a lack of systematic organization and understanding of the diverse prompt engineering methods and techniques. This survey paper addresses the gap by providing a structured overview of recent advancements in prompt engineering, categorized by application area. For each prompting approach, we provide a summary detailing the prompting methodology, its applications, the models involved, and the datasets utilized. We also delve into the strengths and limitations of each approach and include a taxonomy diagram and table summarizing datasets, models, and critical points of each prompting technique. This systematic analysis enables a better understanding of this rapidly developing field and facilitates future research by illuminating open challenges and opportunities for prompt engineering.

Can AI help automate human-easy but computer-hard data preparation tasks that burden data scientists, practitioners, and crowd workers? We answer this question by presenting RPT, a denoising auto-encoder for tuple-to-X models (X could be tuple, token, label, JSON, and so on). RPT is pre-trained for a tuple-to-tuple model by corrupting the input tuple and then learning a model to reconstruct the original tuple. It adopts a Transformer-based neural translation architecture that consists of a bidirectional encoder (similar to BERT) and a left-to-right autoregressive decoder (similar to GPT), leading to a generalization of both BERT and GPT. The pre-trained RPT can already support several common data preparation tasks such as data cleaning, auto-completion and schema matching. Better still, RPT can be fine-tuned on a wide range of data preparation tasks, such as value normalization, data transformation, data annotation, etc. To complement RPT, we also discuss several appealing techniques such as collaborative training and few-shot learning for entity resolution, and few-shot learning and NLP question-answering for information extraction. In addition, we identify a series of research opportunities to advance the field of data preparation.

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.

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

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.

Data augmentation is one of the regularization strategies for the training of deep learning models, which enhances generalizability and prevents overfitting, leading to performance improvement. Although researchers have proposed various data augmentation techniques, they often lack consideration for the difficulty of augmented data. Recently, another line of research suggests incorporating the concept of curriculum learning with data augmentation in the field of natural language processing. In this study, we adopt curriculum data augmentation for image data augmentation and propose colorful cutout, which gradually increases the noise and difficulty introduced in the augmented image. Our experimental results highlight the possibility of curriculum data augmentation for image data. We publicly released our source code to improve the reproducibility of our study.

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.

Traditionally, theory and practice of Cognitive Control are linked via literature reviews by human domain experts. This approach, however, is inadequate to track the ever-growing literature. It may also be biased, and yield redundancies and confusion. Here we present an alternative approach. We performed automated text analyses on a large body of scientific texts to create a joint representation of tasks and constructs. More specifically, 385,705 scientific abstracts were first mapped into an embedding space using a transformers-based language model. Document embeddings were then used to identify a task-construct graph embedding that grounds constructs on tasks and supports nuanced meaning of the constructs by taking advantage of constrained random walks in the graph. This joint task-construct graph embedding, can be queried to generate task batteries targeting specific constructs, may reveal knowledge gaps in the literature, and inspire new tasks and novel hypotheses.

High-quality, large-scale instructions are crucial for aligning large language models (LLMs), however, there is a severe shortage of instruction in the field of natural language understanding (NLU). Previous works on constructing NLU instructions mainly focus on information extraction (IE), neglecting tasks such as machine reading comprehension, question answering, and text classification. Furthermore, the lack of diversity in the data has led to a decreased generalization ability of trained LLMs in other NLU tasks and a noticeable decline in the fundamental model's general capabilities. To address this issue, we propose Hum, a large-scale, high-quality synthetic instruction corpus for NLU tasks, designed to enhance the NLU capabilities of LLMs. Specifically, Hum includes IE (either close IE or open IE), machine reading comprehension, text classification, and instruction generalist tasks, thereby enriching task diversity. Additionally, we introduce a human-LLMs collaborative mechanism to synthesize instructions, which enriches instruction diversity by incorporating guidelines, preference rules, and format variants. We conduct extensive experiments on 5 NLU tasks and 28 general capability evaluation datasets for LLMs. Experimental results show that Hum enhances the NLU capabilities of six LLMs by an average of 3.1\%, with no significant decline observed in other general capabilities.

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

Recent advancements in large language models (LLMs) have substantially enhanced their mathematical reasoning abilities. However, these models still struggle with complex problems that require multiple reasoning steps, frequently leading to logical or numerical errors. While numerical mistakes can be largely addressed by integrating a code interpreter, identifying logical errors within intermediate steps is more challenging. Moreover, manually annotating these steps for training is not only expensive but also labor-intensive, requiring the expertise of professional annotators. In our study, we introduce an innovative approach that bypasses the need for process annotations (from human or GPTs) by utilizing the Monte Carlo Tree Search (MCTS) framework. This technique automatically generates both the process supervision and the step-level evaluation signals. Our method iteratively trains the policy and value models, leveraging the capabilities of a well-pretrained LLM to progressively enhance its mathematical reasoning skills. Furthermore, we propose an efficient inference strategy-step-level beam search, where the value model is crafted to assist the policy model (i.e., LLM) in navigating more effective reasoning paths, rather than solely relying on prior probabilities. The experimental results on both in-domain and out-of-domain datasets demonstrate that even without GPT-4 or human-annotated process supervision, our AlphaMath framework achieves comparable or superior results to previous state-of-the-art methods.

Automated Audio Captioning (AAC) is the task of generating natural language descriptions given an audio stream. A typical AAC system requires manually curated training data of audio segments and corresponding text caption annotations. The creation of these audio-caption pairs is costly, resulting in general data scarcity for the task. In this work, we address this major limitation and propose an approach to train AAC systems using only text. Our approach leverages the multimodal space of contrastively trained audio-text models, such as CLAP. During training, a decoder generates captions conditioned on the pretrained CLAP text encoder. During inference, the text encoder is replaced with the pretrained CLAP audio encoder. To bridge the modality gap between text and audio embeddings, we propose the use of noise injection or a learnable adapter, during training. We find that the proposed text-only framework performs competitively with state-of-the-art models trained with paired audio, showing that efficient text-to-audio transfer is possible. Finally, we showcase both stylized audio captioning and caption enrichment while training without audio or human-created text captions.

This paper presents the development of a specialized chatbot for materials science, leveraging the Llama-2 language model, and continuing pre-training on the expansive research articles in the materials science domain from the S2ORC dataset. The methodology involves an initial pretraining phase on over one million domain-specific papers, followed by an instruction-tuning process to refine the chatbot's capabilities. The chatbot is designed to assist researchers, educators, and students by providing instant, context-aware responses to queries in the field of materials science. We make the four trained checkpoints (7B, 13B, with or without chat ability) freely available to the research community at https://github.com/Xianjun-Yang/Quokka.

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 introduce HRMCR (HAE-RAE Multi-Step Commonsense Reasoning), a benchmark designed to evaluate large language models' ability to perform multi-step reasoning in culturally specific contexts, focusing on Korean. The questions are automatically generated via templates and algorithms, requiring LLMs to integrate Korean cultural knowledge into sequential reasoning steps. Consistent with prior observations on emergent abilities, our experiments reveal that models trained on fewer than \(2 \cdot 10^{25}\) training FLOPs struggle to solve any questions, showing near-zero performance. Beyond this threshold, performance improves sharply. State-of-the-art models (e.g., O1) still score under 50\%, underscoring the difficulty of our tasks. Notably, stepwise analysis suggests the observed emergent behavior may stem from compounding errors across multiple steps rather than reflecting a genuinely new capability. We publicly release the benchmark and commit to regularly updating the dataset to prevent contamination.

Prompting ChatGPT to achieve complex goals (e.g., creating a customer support chatbot) often demands meticulous prompt engineering, including aspects like fluent writing and chain-of-thought techniques. While emerging prompt optimizers can automatically refine many of these aspects, we argue that clearly conveying customized requirements (e.g., how to handle diverse inputs) remains a human-centric challenge. In this work, we introduce Requirement-Oriented Prompt Engineering (ROPE), a paradigm that focuses human attention on generating clear, complete requirements during prompting. We implement ROPE through an assessment and training suite that provides deliberate practice with LLM-generated feedback. In a study with 30 novices, we show that requirement-focused training doubles novices' prompting performance, significantly outperforming conventional prompt engineering training and prompt optimization. We also demonstrate that high-quality LLM outputs are directly tied to the quality of input requirements. Our work paves the way for more effective task delegation in human-LLM collaborative prompting.

Advancements in AI and natural language processing have revolutionized machine-human language interactions, with question answering (QA) systems playing a pivotal role. The knowledge base question answering (KBQA) task, utilizing structured knowledge graphs (KG), allows for handling extensive knowledge-intensive questions. However, a significant gap exists in KBQA datasets, especially for low-resource languages. Many existing construction pipelines for these datasets are outdated and inefficient in human labor, and modern assisting tools like Large Language Models (LLM) are not utilized to reduce the workload. To address this, we have designed and implemented a modern, semi-automated approach for creating datasets, encompassing tasks such as KBQA, Machine Reading Comprehension (MRC), and Information Retrieval (IR), tailored explicitly for low-resource environments. We executed this pipeline and introduced the PUGG dataset, the first Polish KBQA dataset, and novel datasets for MRC and IR. Additionally, we provide a comprehensive implementation, insightful findings, detailed statistics, and evaluation of baseline models.

Large language models (LLMs) often struggle to provide up-to-date information due to their one-time training and the constantly evolving nature of the world. To keep LLMs current, existing approaches typically involve continued pre-training on new documents. However, they frequently face difficulties in extracting stored knowledge. Motivated by the remarkable success of the Feynman Technique in efficient human learning, we introduce Self-Tuning, a learning framework aimed at improving an LLM's ability to effectively acquire new knowledge from raw documents through self-teaching. Specifically, we develop a Self-Teaching strategy that augments the documents with a set of knowledge-intensive tasks created in a self-supervised manner, focusing on three crucial aspects: memorization, comprehension, and self-reflection. Additionally, we introduce three Wiki-Newpages-2023-QA datasets to facilitate an in-depth analysis of an LLM's knowledge acquisition ability concerning memorization, extraction, and reasoning. Extensive experimental results on Llama2 family models reveal that Self-Tuning consistently exhibits superior performance across all knowledge acquisition tasks and excels in preserving previous knowledge.

Numerous studies have assessed the proficiency of AI systems, particularly large language models (LLMs), in facilitating everyday tasks such as email writing, question answering, and creative content generation. However, researchers face unique challenges and opportunities in leveraging LLMs for their own work, such as brainstorming research ideas, designing experiments, and writing or reviewing papers. In this study, we introduce AAAR-1.0, a benchmark dataset designed to evaluate LLM performance in three fundamental, expertise-intensive research tasks: (i) EquationInference, assessing the correctness of equations based on the contextual information in paper submissions; (ii) ExperimentDesign, designing experiments to validate research ideas and solutions; (iii) PaperWeakness, identifying weaknesses in paper submissions; and (iv) REVIEWCRITIQUE, identifying each segment in human reviews is deficient or not. AAAR-1.0 differs from prior benchmarks in two key ways: first, it is explicitly research-oriented, with tasks requiring deep domain expertise; second, it is researcher-oriented, mirroring the primary activities that researchers engage in on a daily basis. An evaluation of both open-source and proprietary LLMs reveals their potential as well as limitations in conducting sophisticated research tasks. We will keep iterating AAAR-1.0 to new versions.

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

Is it possible to develop an "AI Pathologist" to pass the board-certified examination of the American Board of Pathology? To achieve this goal, the first step is to create a visual question answering (VQA) dataset where the AI agent is presented with a pathology image together with a question and is asked to give the correct answer. Our work makes the first attempt to build such a dataset. Different from creating general-domain VQA datasets where the images are widely accessible and there are many crowdsourcing workers available and capable of generating question-answer pairs, developing a medical VQA dataset is much more challenging. First, due to privacy concerns, pathology images are usually not publicly available. Second, only well-trained pathologists can understand pathology images, but they barely have time to help create datasets for AI research. To address these challenges, we resort to pathology textbooks and online digital libraries. We develop a semi-automated pipeline to extract pathology images and captions from textbooks and generate question-answer pairs from captions using natural language processing. We collect 32,799 open-ended questions from 4,998 pathology images where each question is manually checked to ensure correctness. To our best knowledge, this is the first dataset for pathology VQA. Our dataset will be released publicly to promote research in medical VQA.

Inductive reasoning is a core problem-solving capacity: humans can identify underlying principles from a few examples, which can then be robustly generalized to novel scenarios. Recent work has evaluated large language models (LLMs) on inductive reasoning tasks by directly prompting them yielding "in context learning." This can work well for straightforward inductive tasks, but performs very poorly on more complex tasks such as the Abstraction and Reasoning Corpus (ARC). In this work, we propose to improve the inductive reasoning ability of LLMs by generating explicit hypotheses at multiple levels of abstraction: we prompt the LLM to propose multiple abstract hypotheses about the problem, in natural language, then implement the natural language hypotheses as concrete Python programs. These programs can be directly verified by running on the observed examples and generalized to novel inputs. Because of the prohibitive cost of generation with state-of-the-art LLMs, we consider a middle step to filter the set of hypotheses that will be implemented into programs: we either ask the LLM to summarize into a smaller set of hypotheses, or ask human annotators to select a subset of the hypotheses. We verify our pipeline's effectiveness on the ARC visual inductive reasoning benchmark, its variant 1D-ARC, and string transformation dataset SyGuS. On a random 40-problem subset of ARC, our automated pipeline using LLM summaries achieves 27.5% accuracy, significantly outperforming the direct prompting baseline (accuracy of 12.5%). With the minimal human input of selecting from LLM-generated candidates, the performance is boosted to 37.5%. (And we argue this is a lower bound on the performance of our approach without filtering.) Our ablation studies show that abstract hypothesis generation and concrete program representations are both beneficial for LLMs to perform inductive reasoning tasks.

The rapid advances of large language models (LLMs), such as ChatGPT, are revolutionizing data science and statistics. These state-of-the-art tools can streamline complex processes. As a result, it reshapes the role of data scientists. We argue that LLMs are transforming the responsibilities of data scientists, shifting their focus from hands-on coding, data-wrangling and conducting standard analyses to assessing and managing analyses performed by these automated AIs. This evolution of roles is reminiscent of the transition from a software engineer to a product manager. We illustrate this transition with concrete data science case studies using LLMs in this paper. These developments necessitate a meaningful evolution in data science education. Pedagogy must now place greater emphasis on cultivating diverse skillsets among students, such as LLM-informed creativity, critical thinking, AI-guided programming. LLMs can also play a significant role in the classroom as interactive teaching and learning tools, contributing to personalized education. This paper discusses the opportunities, resources and open challenges for each of these directions. As with any transformative technology, integrating LLMs into education calls for careful consideration. While LLMs can perform repetitive tasks efficiently, it's crucial to remember that their role is to supplement human intelligence and creativity, not to replace it. Therefore, the new era of data science education should balance the benefits of LLMs while fostering complementary human expertise and innovations. In conclusion, the rise of LLMs heralds a transformative period for data science and its education. This paper seeks to shed light on the emerging trends, potential opportunities, and challenges accompanying this paradigm shift, hoping to spark further discourse and investigation into this exciting, uncharted territory.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Crafting quizzes from educational content is a pivotal activity that benefits both teachers and students by reinforcing learning and evaluating understanding. In this study, we introduce a novel approach to generate quizzes from Turkish educational texts, marking a pioneering endeavor in educational technology specifically tailored to the Turkish educational context. We present a specialized dataset, named the Turkish-Quiz-Instruct, comprising an extensive collection of Turkish educational texts accompanied by multiple-choice and short-answer quizzes. This research leverages the capabilities of Large Language Models (LLMs), including GPT-4-Turbo, GPT-3.5-Turbo, Llama-2-7b-chat-hf, and Llama-2-13b-chat-hf, to automatically generate quiz questions and answers from the Turkish educational content. Our work delineates the methodology for employing these LLMs in the context of Turkish educational material, thereby opening new avenues for automated Turkish quiz generation. The study not only demonstrates the efficacy of using such models for generating coherent and relevant quiz content but also sets a precedent for future research in the domain of automated educational content creation for languages other than English. The Turkish-Quiz-Instruct dataset is introduced as a valuable resource for researchers and practitioners aiming to explore the boundaries of educational technology and language-specific applications of LLMs in Turkish. By addressing the challenges of quiz generation in a non-English context specifically Turkish, this study contributes significantly to the field of Turkish educational technology, providing insights into the potential of leveraging LLMs for educational purposes across diverse linguistic landscapes.

We introduce a multi-stage prompting approach (MSP) for the generation of multiple choice questions (MCQs), harnessing the capabilities of GPT models such as text-davinci-003 and GPT-4, renowned for their excellence across various NLP tasks. Our approach incorporates the innovative concept of chain-of-thought prompting, a progressive technique in which the GPT model is provided with a series of interconnected cues to guide the MCQ generation process. Automated evaluations consistently demonstrate the superiority of our proposed MSP method over the traditional single-stage prompting (SSP) baseline, resulting in the production of high-quality distractors. Furthermore, the one-shot MSP technique enhances automatic evaluation results, contributing to improved distractor generation in multiple languages, including English, German, Bengali, and Hindi. In human evaluations, questions generated using our approach exhibit superior levels of grammaticality, answerability, and difficulty, highlighting its efficacy in various languages.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

Mathematical reasoning is regarded as a necessary ability for Language Models (LMs). Recent works demonstrate large LMs' impressive performance in solving math problems. The success is attributed to their Chain-of-Thought (CoT) reasoning abilities, i.e., the ability to decompose complex questions into step-by-step reasoning chains, but such ability seems only to emerge from models with abundant parameters. This work investigates how to incorporate relatively small LMs with the capabilities of multi-step reasoning. We propose to inject such abilities by continually pre-training LMs on a synthetic dataset MsAT which is composed of Multi-step Arithmetic Tasks. Our experiments on four math word problem datasets show the effectiveness of the proposed method in enhancing LMs' math reasoning abilities.

Large Language Models (LLMs) have been the subject of active research, significantly advancing the field of Natural Language Processing (NLP). From BERT to BLOOM, LLMs have surpassed state-of-the-art results in various natural language tasks such as question answering, summarization, and text generation. Many ongoing efforts focus on understanding LLMs' capabilities, including their knowledge of the world, syntax, and semantics. However, extending the textual prowess of LLMs to symbolic reasoning has been slow and predominantly focused on tackling problems related to the mathematical field. In this paper, we explore the use of LLMs for automated planning - a branch of AI concerned with the realization of action sequences (plans) to achieve a goal, typically executed by intelligent agents, autonomous robots, and unmanned vehicles. We introduce Plansformer; an LLM fine-tuned on planning problems and capable of generating plans with favorable behavior in terms of correctness and length with reduced knowledge-engineering efforts. We also demonstrate the adaptability of Plansformer in solving different planning domains with varying complexities, owing to the transfer learning abilities of LLMs. For one configuration of Plansformer, we achieve ~97% valid plans, out of which ~95% are optimal for Towers of Hanoi - a puzzle-solving domain.

Iterative retrieval refers to the process in which the model continuously queries the retriever during generation to enhance the relevance of the retrieved knowledge, thereby improving the performance of Retrieval-Augmented Generation (RAG). Existing work typically employs few-shot prompting or manually constructed rules to implement iterative retrieval. This introduces additional inference overhead and overlooks the remarkable reasoning capabilities of Large Language Models (LLMs). In this paper, we introduce Auto-RAG, an autonomous iterative retrieval model centered on the LLM's powerful decision-making capabilities. Auto-RAG engages in multi-turn dialogues with the retriever, systematically planning retrievals and refining queries to acquire valuable knowledge. This process continues until sufficient external information is gathered, at which point the results are presented to the user. To this end, we develop a method for autonomously synthesizing reasoning-based decision-making instructions in iterative retrieval and fine-tuned the latest open-source LLMs. The experimental results indicate that Auto-RAG is capable of autonomous iterative interaction with the retriever, effectively leveraging the remarkable reasoning and decision-making abilities of LLMs, which lead to outstanding performance across six benchmarks. Further analysis reveals that Auto-RAG can autonomously adjust the number of iterations based on the difficulty of the questions and the utility of the retrieved knowledge, without requiring any human intervention. Moreover, Auto-RAG expresses the iterative retrieval process in natural language, enhancing interpretability while providing users with a more intuitive experienceCode is available at \url{https://github.com/ictnlp/Auto-RAG.

Despite the success of Large Language Models (LLMs) on various tasks following human instructions, controlling model generation at inference time poses a persistent challenge. In this paper, we introduce Ctrl-G, an adaptable framework that facilitates tractable and flexible control of LLM generation to reliably follow logical constraints. Ctrl-G combines any production-ready LLM with a Hidden Markov Model, enabling LLM outputs to adhere to logical constraints represented as deterministic finite automata. We show that Ctrl-G, when applied to a TULU2-7B model, outperforms GPT3.5 and GPT4 on the task of interactive text editing: specifically, for the task of generating text insertions/continuations following logical constraints, Ctrl-G achieves over 30% higher satisfaction rate in human evaluation compared to GPT4. When applied to medium-size language models (e.g., GPT2-large), Ctrl-G also beats its counterparts for constrained generation by large margins on standard benchmarks. Additionally, as a proof-of-concept study, we experiment Ctrl-G on the Grade School Math benchmark to assist LLM reasoning, foreshadowing the application of Ctrl-G, as well as other constrained generation approaches, beyond traditional language generation tasks.

Textbook question answering (TQA) is a challenging task in artificial intelligence due to the complex nature of context and multimodal data. Although previous research has significantly improved the task, there are still some limitations including the models' weak reasoning and inability to capture contextual information in the lengthy context. The introduction of large language models (LLMs) has revolutionized the field of AI, however, directly applying LLMs often leads to inaccurate answers. This paper proposes a methodology that handle the out-of-domain scenario in TQA where concepts are spread across different lessons by incorporating the retrieval augmented generation (RAG) technique and utilize transfer learning to handle the long context and enhance reasoning abilities. Through supervised fine-tuning of the LLM model Llama-2 and the incorporation of RAG, our architecture outperforms the baseline, achieving a 4.12% accuracy improvement on validation set and 9.84% on test set for non-diagram multiple-choice questions.

Large language models (LLMs) have demonstrated remarkable performance across a wide array of NLP tasks. However, their efficacy is undermined by undesired and inconsistent behaviors, including hallucination, unfaithful reasoning, and toxic content. A promising approach to rectify these flaws is self-correction, where the LLM itself is prompted or guided to fix problems in its own output. Techniques leveraging automated feedback -- either produced by the LLM itself or some external system -- are of particular interest as they are a promising way to make LLM-based solutions more practical and deployable with minimal human feedback. This paper presents a comprehensive review of this emerging class of techniques. We analyze and taxonomize a wide array of recent work utilizing these strategies, including training-time, generation-time, and post-hoc correction. We also summarize the major applications of this strategy and conclude by discussing future directions and challenges.

Most video captioning models are designed to process short video clips of few seconds and output text describing low-level visual concepts (e.g., objects, scenes, atomic actions). However, most real-world videos last for minutes or hours and have a complex hierarchical structure spanning different temporal granularities. We propose Video ReCap, a recursive video captioning model that can process video inputs of dramatically different lengths (from 1 second to 2 hours) and output video captions at multiple hierarchy levels. The recursive video-language architecture exploits the synergy between different video hierarchies and can process hour-long videos efficiently. We utilize a curriculum learning training scheme to learn the hierarchical structure of videos, starting from clip-level captions describing atomic actions, then focusing on segment-level descriptions, and concluding with generating summaries for hour-long videos. Furthermore, we introduce Ego4D-HCap dataset by augmenting Ego4D with 8,267 manually collected long-range video summaries. Our recursive model can flexibly generate captions at different hierarchy levels while also being useful for other complex video understanding tasks, such as VideoQA on EgoSchema. Data, code, and models are available at: https://sites.google.com/view/vidrecap

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

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

We present a new question set, text corpus, and baselines assembled to encourage AI research in advanced question answering. Together, these constitute the AI2 Reasoning Challenge (ARC), which requires far more powerful knowledge and reasoning than previous challenges such as SQuAD or SNLI. The ARC question set is partitioned into a Challenge Set and an Easy Set, where the Challenge Set contains only questions answered incorrectly by both a retrieval-based algorithm and a word co-occurence algorithm. The dataset contains only natural, grade-school science questions (authored for human tests), and is the largest public-domain set of this kind (7,787 questions). We test several baselines on the Challenge Set, including leading neural models from the SQuAD and SNLI tasks, and find that none are able to significantly outperform a random baseline, reflecting the difficult nature of this task. We are also releasing the ARC Corpus, a corpus of 14M science sentences relevant to the task, and implementations of the three neural baseline models tested. Can your model perform better? We pose ARC as a challenge to the community.

Recent advancements in large language models (LLMs) have shown promise in multi-step reasoning tasks, yet their reliance on extensive manual labeling to provide procedural feedback remains a significant impediment. To address this challenge, in this paper, we propose a novel self-supervised framework AutoPRM that efficiently enhances the fine-tuning of LLMs for intricate reasoning challenges. Specifically, AutoPRM first decomposes complex problems into more manageable subquestions with a controllable granularity switch, then sequentially apply reinforcement learning to iteratively improve the subquestion solver. Additionally, we propose context-guided-decoding to avoid reward tampering and guide the subquestion solver towards the solution of the holistic problem. Extensive experiments show that AutoPRM significantly improves performance on mathematical and commonsense reasoning tasks over SOTA. More encouragingly, AutoPRM can be easily integrated with other orthogonal reasoning pipelines.

Our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K problems labeled with these standards (MathFish). Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

Prompt learning's fine-tune performance on text classification tasks has attracted the NLP community. This paper applies it to resume information extraction, improving existing methods for this task. We created manual templates and verbalizers tailored to resume texts and compared the performance of Masked Language Model (MLM) and Seq2Seq PLMs. Also, we enhanced the verbalizer design for Knowledgeable Prompt-tuning, contributing to prompt template design across NLP tasks. We present the Manual Knowledgeable Verbalizer (MKV), a rule for constructing verbalizers for specific applications. Our tests show that MKV rules yield more effective, robust templates and verbalizers than existing methods. Our MKV approach resolved sample imbalance, surpassing current automatic prompt methods. This study underscores the value of tailored prompt learning for resume extraction, stressing the importance of custom-designed templates and verbalizers.

Mathematical reasoning is an important capability of large language models~(LLMs) for real-world applications. To enhance this capability, existing work either collects large-scale math-related texts for pre-training, or relies on stronger LLMs (\eg GPT-4) to synthesize massive math problems. Both types of work generally lead to large costs in training or synthesis. To reduce the cost, based on open-source available texts, we propose an efficient way that trains a small LLM for math problem synthesis, to efficiently generate sufficient high-quality pre-training data. To achieve it, we create a dataset using GPT-4 to distill its data synthesis capability into the small LLM. Concretely, we craft a set of prompts based on human education stages to guide GPT-4, to synthesize problems covering diverse math knowledge and difficulty levels. Besides, we adopt the gradient-based influence estimation method to select the most valuable math-related texts. The both are fed into GPT-4 for creating the knowledge distillation dataset to train the small LLM. We leverage it to synthesize 6 million math problems for pre-training our JiuZhang3.0 model, which only needs to invoke GPT-4 API 9.3k times and pre-train on 4.6B data. Experimental results have shown that JiuZhang3.0 achieves state-of-the-art performance on several mathematical reasoning datasets, under both natural language reasoning and tool manipulation settings. Our code and data will be publicly released in https://github.com/RUCAIBox/JiuZhang3.0.

Large Language Models (LLMs) have demonstrated impressive zero shot performance on a wide range of NLP tasks, demonstrating the ability to reason and apply commonsense. A relevant application is to use them for creating high quality synthetic datasets for downstream tasks. In this work, we probe whether GPT-4 can be used to augment existing extractive reading comprehension datasets. Automating data annotation processes has the potential to save large amounts of time, money and effort that goes into manually labelling datasets. In this paper, we evaluate the performance of GPT-4 as a replacement for human annotators for low resource reading comprehension tasks, by comparing performance after fine tuning, and the cost associated with annotation. This work serves to be the first analysis of LLMs as synthetic data augmenters for QA systems, highlighting the unique opportunities and challenges. Additionally, we release augmented versions of low resource datasets, that will allow the research community to create further benchmarks for evaluation of generated datasets.

This research presents and compares multiple approaches to automate the generation of literature reviews using several Natural Language Processing (NLP) techniques and retrieval-augmented generation (RAG) with a Large Language Model (LLM). The ever-increasing number of research articles provides a huge challenge for manual literature review. It has resulted in an increased demand for automation. Developing a system capable of automatically generating the literature reviews from only the PDF files as input is the primary objective of this research work. The effectiveness of several Natural Language Processing (NLP) strategies, such as the frequency-based method (spaCy), the transformer model (Simple T5), and retrieval-augmented generation (RAG) with Large Language Model (GPT-3.5-turbo), is evaluated to meet the primary objective. The SciTLDR dataset is chosen for this research experiment and three distinct techniques are utilized to implement three different systems for auto-generating the literature reviews. The ROUGE scores are used for the evaluation of all three systems. Based on the evaluation, the Large Language Model GPT-3.5-turbo achieved the highest ROUGE-1 score, 0.364. The transformer model comes in second place and spaCy is at the last position. Finally, a graphical user interface is created for the best system based on the large language model.

We propose an instruction-based process for trustworthy data curation in materials science (MatSci-Instruct), which we then apply to finetune a LLaMa-based language model targeted for materials science (HoneyBee). MatSci-Instruct helps alleviate the scarcity of relevant, high-quality materials science textual data available in the open literature, and HoneyBee is the first billion-parameter language model specialized to materials science. In MatSci-Instruct we improve the trustworthiness of generated data by prompting multiple commercially available large language models for generation with an Instructor module (e.g. Chat-GPT) and verification from an independent Verifier module (e.g. Claude). Using MatSci-Instruct, we construct a dataset of multiple tasks and measure the quality of our dataset along multiple dimensions, including accuracy against known facts, relevance to materials science, as well as completeness and reasonableness of the data. Moreover, we iteratively generate more targeted instructions and instruction-data in a finetuning-evaluation-feedback loop leading to progressively better performance for our finetuned HoneyBee models. Our evaluation on the MatSci-NLP benchmark shows HoneyBee's outperformance of existing language models on materials science tasks and iterative improvement in successive stages of instruction-data refinement. We study the quality of HoneyBee's language modeling through automatic evaluation and analyze case studies to further understand the model's capabilities and limitations. Our code and relevant datasets are publicly available at https://github.com/BangLab-UdeM-Mila/NLP4MatSci-HoneyBee.

Embodied Everyday Task is a popular task in the embodied AI community, requiring agents to make a sequence of actions based on natural language instructions and visual observations. Traditional learning-based approaches face two challenges. Firstly, natural language instructions often lack explicit task planning. Secondly, extensive training is required to equip models with knowledge of the task environment. Previous works based on Large Language Model (LLM) either suffer from poor performance due to the lack of task-specific knowledge or rely on ground truth as few-shot samples. To address the above limitations, we propose a novel approach called Progressive Retrieval Augmented Generation (P-RAG), which not only effectively leverages the powerful language processing capabilities of LLMs but also progressively accumulates task-specific knowledge without ground-truth. Compared to the conventional RAG methods, which retrieve relevant information from the database in a one-shot manner to assist generation, P-RAG introduces an iterative approach to progressively update the database. In each iteration, P-RAG retrieves the latest database and obtains historical information from the previous interaction as experiential references for the current interaction. Moreover, we also introduce a more granular retrieval scheme that not only retrieves similar tasks but also incorporates retrieval of similar situations to provide more valuable reference experiences. Extensive experiments reveal that P-RAG achieves competitive results without utilizing ground truth and can even further improve performance through self-iterations.

Today's robot policies exhibit subpar performance when faced with the challenge of generalizing to novel environments. Human corrective feedback is a crucial form of guidance to enable such generalization. However, adapting to and learning from online human corrections is a non-trivial endeavor: not only do robots need to remember human feedback over time to retrieve the right information in new settings and reduce the intervention rate, but also they would need to be able to respond to feedback that can be arbitrary corrections about high-level human preferences to low-level adjustments to skill parameters. In this work, we present Distillation and Retrieval of Online Corrections (DROC), a large language model (LLM)-based system that can respond to arbitrary forms of language feedback, distill generalizable knowledge from corrections, and retrieve relevant past experiences based on textual and visual similarity for improving performance in novel settings. DROC is able to respond to a sequence of online language corrections that address failures in both high-level task plans and low-level skill primitives. We demonstrate that DROC effectively distills the relevant information from the sequence of online corrections in a knowledge base and retrieves that knowledge in settings with new task or object instances. DROC outperforms other techniques that directly generate robot code via LLMs by using only half of the total number of corrections needed in the first round and requires little to no corrections after two iterations. We show further results, videos, prompts and code on https://sites.google.com/stanford.edu/droc .

We present a PaperRobot who performs as an automatic research assistant by (1) conducting deep understanding of a large collection of human-written papers in a target domain and constructing comprehensive background knowledge graphs (KGs); (2) creating new ideas by predicting links from the background KGs, by combining graph attention and contextual text attention; (3) incrementally writing some key elements of a new paper based on memory-attention networks: from the input title along with predicted related entities to generate a paper abstract, from the abstract to generate conclusion and future work, and finally from future work to generate a title for a follow-on paper. Turing Tests, where a biomedical domain expert is asked to compare a system output and a human-authored string, show PaperRobot generated abstracts, conclusion and future work sections, and new titles are chosen over human-written ones up to 30%, 24% and 12% of the time, respectively.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

In precision-oriented tasks like answer ranking, it is more important to rank many relevant answers highly than to retrieve all relevant answers. It follows that a good ranking strategy would be to learn how to identify the easiest correct answers first (i.e., assign a high ranking score to answers that have characteristics that usually indicate relevance, and a low ranking score to those with characteristics that do not), before incorporating more complex logic to handle difficult cases (e.g., semantic matching or reasoning). In this work, we apply this idea to the training of neural answer rankers using curriculum learning. We propose several heuristics to estimate the difficulty of a given training sample. We show that the proposed heuristics can be used to build a training curriculum that down-weights difficult samples early in the training process. As the training process progresses, our approach gradually shifts to weighting all samples equally, regardless of difficulty. We present a comprehensive evaluation of our proposed idea on three answer ranking datasets. Results show that our approach leads to superior performance of two leading neural ranking architectures, namely BERT and ConvKNRM, using both pointwise and pairwise losses. When applied to a BERT-based ranker, our method yields up to a 4% improvement in MRR and a 9% improvement in P@1 (compared to the model trained without a curriculum). This results in models that can achieve comparable performance to more expensive state-of-the-art techniques.

Despite the number of currently available datasets on video question answering, there still remains a need for a dataset involving multi-step and non-factoid answers. Moreover, relying on video transcripts remains an under-explored topic. To adequately address this, We propose a new question answering task on instructional videos, because of their verbose and narrative nature. While previous studies on video question answering have focused on generating a short text as an answer, given a question and video clip, our task aims to identify a span of a video segment as an answer which contains instructional details with various granularities. This work focuses on screencast tutorial videos pertaining to an image editing program. We introduce a dataset, TutorialVQA, consisting of about 6,000manually collected triples of (video, question, answer span). We also provide experimental results with several baselines algorithms using the video transcripts. The results indicate that the task is challenging and call for the investigation of new algorithms.

In this paper, we explore the capabilities of state-of-the-art large language models (LLMs) such as GPT-4, Claude 3 Opus, and Gemini 1.0 Ultra in solving undergraduate-level control problems. Controls provides an interesting case study for LLM reasoning due to its combination of mathematical theory and engineering design. We introduce ControlBench, a benchmark dataset tailored to reflect the breadth, depth, and complexity of classical control design. We use this dataset to study and evaluate the problem-solving abilities of these LLMs in the context of control engineering. We present evaluations conducted by a panel of human experts, providing insights into the accuracy, reasoning, and explanatory prowess of LLMs in control engineering. Our analysis reveals the strengths and limitations of each LLM in the context of classical control, and our results imply that Claude 3 Opus has become the state-of-the-art LLM for solving undergraduate control problems. Our study serves as an initial step towards the broader goal of employing artificial general intelligence in control engineering.

We conduct a feasibility study into the applicability of answer-agnostic question generation models to textbook passages. We show that a significant portion of errors in such systems arise from asking irrelevant or uninterpretable questions and that such errors can be ameliorated by providing summarized input. We find that giving these models human-written summaries instead of the original text results in a significant increase in acceptability of generated questions (33% rightarrow 83%) as determined by expert annotators. We also find that, in the absence of human-written summaries, automatic summarization can serve as a good middle ground.

In recent years, Large language models (LLMs) have garnered significant attention due to their superior performance in complex reasoning tasks. However, recent studies may diminish their reasoning capabilities markedly when problem descriptions contain irrelevant information, even with the use of advanced prompting techniques. To further investigate this issue, a dataset of primary school mathematics problems containing irrelevant information, named GSMIR, was constructed. Testing prominent LLMs and prompting techniques on this dataset revealed that while LLMs can identify irrelevant information, they do not effectively mitigate the interference it causes once identified. A novel automatic construction method, ATF, which enhances the ability of LLMs to identify and self-mitigate the influence of irrelevant information, is proposed to address this shortcoming. This method operates in two steps: first, analysis of irrelevant information, followed by its filtering. The ATF method, as demonstrated by experimental results, significantly improves the reasoning performance of LLMs and prompting techniques, even in the presence of irrelevant information on the GSMIR dataset.

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

Lifelong learning (LL) is an important ability for NLP models to learn new tasks continuously. Architecture-based approaches are reported to be effective implementations for LL models. However, it is non-trivial to extend previous approaches to domain incremental LL scenarios since they either require access to task identities in the testing phase or cannot handle samples from unseen tasks. In this paper, we propose Diana: a dynamic architecture-based lifelong learning model that tries to learn a sequence of tasks with a prompt-enhanced language model. Four types of hierarchically organized prompts are used in Diana to capture knowledge from different granularities. Specifically, we dedicate task-level prompts to capture task-specific knowledge to retain high LL performances and maintain instance-level prompts to learn knowledge shared across input samples to improve the model's generalization performance. Moreover, we dedicate separate prompts to explicitly model unseen tasks and introduce a set of prompt key vectors to facilitate knowledge sharing between tasks. Extensive experiments demonstrate that Diana outperforms state-of-the-art LL models, especially in handling unseen tasks. We release the code and data at https://github.com/AlibabaResearch/DAMO-ConvAI/tree/main/diana.

Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

Large Language Models, such as Generative Pre-trained Transformer 3 (aka. GPT-3), have been developed to understand language through the analysis of extensive text data, allowing them to identify patterns and connections between words. While LLMs have demonstrated impressive performance across various text-related tasks, they encounter challenges in tasks associated with reasoning. To address this challenge, Chain of Thought(CoT) prompting method has been proposed as a means to enhance LLMs' proficiency in complex reasoning tasks like solving math word problems and answering questions based on logical argumentative reasoning. The primary aim of this research is to assess how well four language models can grade reflective essays of third-year medical students. The assessment will specifically target the evaluation of critical thinking skills using CoT prompting. The research will provide the following contributions; to introduce and educate on the process of instructing models to evaluate reflective essays from a dataset they have not been previously trained on; to illustrate the use of CoT prompting as an instructional approach for training large models to carry out particular tasks. Our results suggest that among all the models, Llama-7b performs the least effectively, displaying the highest mean squared error. Conversely, ChatGPT emerges as the superior model, boasting a higher Cohen kappa score value of 0.53. Lastly, it's important to note that the selected models do prioritise user privacy by allowing users to delete their own conducted conversations.

The usage of generative artificial intelligence (AI) tools based on large language models, including ChatGPT, Bard, and Claude, for text generation has many exciting applications with the potential for phenomenal productivity gains. One issue is authorship attribution when using AI tools. This is especially important in an academic setting where the inappropriate use of generative AI tools may hinder student learning or stifle research by creating a large amount of automatically generated derivative work. Existing plagiarism detection systems can trace the source of submitted text but are not yet equipped with methods to accurately detect AI-generated text. This paper introduces the idea of direct origin detection and evaluates whether generative AI systems can recognize their output and distinguish it from human-written texts. We argue why current transformer-based models may be able to self-detect their own generated text and perform a small empirical study using zero-shot learning to investigate if that is the case. Results reveal varying capabilities of AI systems to identify their generated text. Google's Bard model exhibits the largest capability of self-detection with an accuracy of 94\%, followed by OpenAI's ChatGPT with 83\%. On the other hand, Anthropic's Claude model seems to be not able to self-detect.

Evaluating instruction following capabilities for multimodal, multi-turn dialogue is challenging. With potentially multiple instructions in the input model context, the task is time-consuming for human raters and we show LLM based judges are biased towards answers from the same model. We propose MMMT-IF, an image based multi-turn Q&A evaluation set with added global instructions between questions, constraining the answer format. This challenges models to retrieve instructions dispersed across long dialogues and reason under instruction constraints. All instructions are objectively verifiable through code execution. We introduce the Programmatic Instruction Following (PIF) metric to measure the fraction of the instructions that are correctly followed while performing a reasoning task. The PIF-N-K set of metrics further evaluates robustness by measuring the fraction of samples in a corpus where, for each sample, at least K out of N generated model responses achieve a PIF score of one. The PIF metric aligns with human instruction following ratings, showing 60 percent correlation. Experiments show Gemini 1.5 Pro, GPT-4o, and Claude 3.5 Sonnet, have a PIF metric that drops from 0.81 on average at turn 1 across the models, to 0.64 at turn 20. Across all turns, when each response is repeated 4 times (PIF-4-4), GPT-4o and Gemini successfully follow all instructions only 11% of the time. When all the instructions are also appended to the end of the model input context, the PIF metric improves by 22.3 points on average, showing that the challenge with the task lies not only in following the instructions, but also in retrieving the instructions spread out in the model context. We plan to open source the MMMT-IF dataset and metric computation code.