Daily Papers

Hate speech is considered to be one of the major issues currently plaguing online social media. Repeated and repetitive exposure to hate speech has been shown to create physiological effects on the target users. Thus, hate speech, in all its forms, should be addressed on these platforms in order to maintain good health. In this paper, we explored several Transformer based machine learning models for the detection of hate speech and offensive content in English and Indo-Aryan languages at FIRE 2021. We explore several models such as mBERT, XLMR-large, XLMR-base by team name "Super Mario". Our models came 2nd position in Code-Mixed Data set (Macro F1: 0.7107), 2nd position in Hindi two-class classification(Macro F1: 0.7797), 4th in English four-class category (Macro F1: 0.8006) and 12th in English two-class category (Macro F1: 0.6447).

Text Normalization is an integral part of any text-to-speech synthesis system. In a natural language text, there are elements such as numbers, dates, abbreviations, etc. that belong to other semiotic classes. They are called non-standard words (NSW) and need to be expanded into ordinary words. For this purpose, it is necessary to identify the semiotic class of each NSW. The taxonomy of semiotic classes adapted to the Lithuanian language is presented in the work. Sets of rules are created for detecting and expanding NSWs based on regular expressions. Experiments with three completely different data sets were performed and the accuracy was assessed. Causes of errors are explained and recommendations are given for the development of text normalization rules.

We apply category theory to extract multimodal document structure which leads us to develop information theoretic measures, content summarization and extension, and self-supervised improvement of large pretrained models. We first develop a mathematical representation of a document as a category of question-answer pairs. Second, we develop an orthogonalization procedure to divide the information contained in one or more documents into non-overlapping pieces. The structures extracted in the first and second steps lead us to develop methods to measure and enumerate the information contained in a document. We also build on those steps to develop new summarization techniques, as well as to develop a solution to a new problem viz. exegesis resulting in an extension of the original document. Our question-answer pair methodology enables a novel rate distortion analysis of summarization techniques. We implement our techniques using large pretrained models, and we propose a multimodal extension of our overall mathematical framework. Finally, we develop a novel self-supervised method using RLVR to improve large pretrained models using consistency constraints such as composability and closure under certain operations that stem naturally from our category theoretic framework.

This study investigates the efficacy of large language models (LLMs) as tools for grading master-level student essays. Utilizing a sample of 60 essays in political science, the study compares the accuracy of grades suggested by the GPT-4 model with those awarded by university teachers. Results indicate that while GPT-4 aligns with human grading standards on mean scores, it exhibits a risk-averse grading pattern and its interrater reliability with human raters is low. Furthermore, modifications in the grading instructions (prompt engineering) do not significantly alter AI performance, suggesting that GPT-4 primarily assesses generic essay characteristics such as language quality rather than adapting to nuanced grading criteria. These findings contribute to the understanding of AI's potential and limitations in higher education, highlighting the need for further development to enhance its adaptability and sensitivity to specific educational assessment requirements.

Large Language Models (LLM) have made significant advances in the recent past becoming more mainstream in Artificial Intelligence (AI) enabled human-facing applications. However, LLMs often generate stereotypical output inherited from historical data, amplifying societal biases and raising ethical concerns. This work introduces i) the Multi-Grain Stereotype Dataset, which includes 52,751 instances of gender, race, profession and religion stereotypic text and ii) a novel stereotype classifier for English text. We design several experiments to rigorously test the proposed model trained on the novel dataset. Our experiments show that training the model in a multi-class setting can outperform the one-vs-all binary counterpart. Consistent feature importance signals from different eXplainable AI tools demonstrate that the new model exploits relevant text features. We utilise the newly created model to assess the stereotypic behaviour of the popular GPT family of models and observe the reduction of bias over time. In summary, our work establishes a robust and practical framework for auditing and evaluating the stereotypic bias in LLM.

Existing information on AI-based facial emotion recognition (FER) is not easily comprehensible by those outside the field of computer science, requiring cross-disciplinary effort to determine a categorisation framework that promotes the understanding of this technology, and its impact on users. Most proponents classify FER in terms of methodology, implementation and analysis; relatively few by its application in education; and none by its users. This paper is concerned primarily with (potential) teacher-users of FER tools for education. It proposes a three-part classification of these teachers, by orientation, condition and preference, based on a classical taxonomy of affective educational objectives, and related theories. It also compiles and organises the types of FER solutions found in or inferred from the literature into "technology" and "applications" categories, as a prerequisite for structuring the proposed "teacher-user" category. This work has implications for proponents', critics', and users' understanding of the relationship between teachers and FER.

EasyMath is a compact benchmark for practical math reasoning in small language models. It covers thirteen categories, from basic arithmetic and order of operations to word problems, algebraic expressions, edge cases, and omits specialist topics. We tested 23 models (14M to 4B parameters) using exact, numerical, and symbolic checks on free-form answers in a zero-shot setting. Accuracy rises with size and training, chain-of-thought adds modest gains, and consistency improves at scale.

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

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.