With growing expectations to use AI-based educational technology (AI-EdTech) to improve students' learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers' willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers' trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede's cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers' trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers' trust in AI-EdTech. Efforts to raise teachers' understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
We proposed an end-to-end system design towards utilizing Retrieval Augmented Generation (RAG) to improve the factual accuracy of Large Language Models (LLMs) for domain-specific and time-sensitive queries related to private knowledge-bases. Our system integrates RAG pipeline with upstream datasets processing and downstream performance evaluation. Addressing the challenge of LLM hallucinations, we finetune models with a curated dataset which originates from CMU's extensive resources and annotated with the teacher model. Our experiments demonstrate the system's effectiveness in generating more accurate answers to domain-specific and time-sensitive inquiries. The results also revealed the limitations of fine-tuning LLMs with small-scale and skewed datasets. This research highlights the potential of RAG systems in augmenting LLMs with external datasets for improved performance in knowledge-intensive tasks. Our code and models are available on Github.
Advanced Driver-Assistance Systems (ADAS) have successfully integrated learning-based techniques into vehicle perception and decision-making. However, their application in 3D lane detection for effective driving environment perception is hindered by the lack of comprehensive LiDAR datasets. The sparse nature of LiDAR point cloud data prevents an efficient manual annotation process. To solve this problem, we present LiSV-3DLane, a large-scale 3D lane dataset that comprises 20k frames of surround-view LiDAR point clouds with enriched semantic annotation. Unlike existing datasets confined to a frontal perspective, LiSV-3DLane provides a full 360-degree spatial panorama around the ego vehicle, capturing complex lane patterns in both urban and highway environments. We leverage the geometric traits of lane lines and the intrinsic spatial attributes of LiDAR data to design a simple yet effective automatic annotation pipeline for generating finer lane labels. To propel future research, we propose a novel LiDAR-based 3D lane detection model, LiLaDet, incorporating the spatial geometry learning of the LiDAR point cloud into Bird's Eye View (BEV) based lane identification. Experimental results indicate that LiLaDet outperforms existing camera- and LiDAR-based approaches in the 3D lane detection task on the K-Lane dataset and our LiSV-3DLane.
Transformers pretrained on diverse tasks exhibit remarkable in-context learning (ICL) capabilities, enabling them to solve unseen tasks solely based on input contexts without adjusting model parameters. In this paper, we study ICL in one of its simplest setups: pretraining a linearly parameterized single-layer linear attention model for linear regression with a Gaussian prior. We establish a statistical task complexity bound for the attention model pretraining, showing that effective pretraining only requires a small number of independent tasks. Furthermore, we prove that the pretrained model closely matches the Bayes optimal algorithm, i.e., optimally tuned ridge regression, by achieving nearly Bayes optimal risk on unseen tasks under a fixed context length. These theoretical findings complement prior experimental research and shed light on the statistical foundations of ICL.
Large vision-language models (LVLMs), designed to interpret and respond to human instructions, occasionally generate hallucinated or harmful content due to inappropriate instructions. This study uses linear probing to shed light on the hidden knowledge at the output layer of LVLMs. We demonstrate that the logit distributions of the first tokens contain sufficient information to determine whether to respond to the instructions, including recognizing unanswerable visual questions, defending against multi-modal jailbreaking attack, and identifying deceptive questions. Such hidden knowledge is gradually lost in logits of subsequent tokens during response generation. Then, we illustrate a simple decoding strategy at the generation of the first token, effectively improving the generated content. In experiments, we find a few interesting insights: First, the CLIP model already contains a strong signal for solving these tasks, indicating potential bias in the existing datasets. Second, we observe performance improvement by utilizing the first logit distributions on three additional tasks, including indicting uncertainty in math solving, mitigating hallucination, and image classification. Last, with the same training data, simply finetuning LVLMs improve models' performance but is still inferior to linear probing on these tasks.
Recent developments in Language Models (LMs) have shown their effectiveness in NLP tasks, particularly in knowledge-intensive tasks. However, the mechanisms underlying knowledge storage and memory access within their parameters remain elusive. In this paper, we investigate whether a generative LM (e.g., GPT-2) is able to access its memory sequentially or randomly. Through carefully-designed synthetic tasks, covering the scenarios of full recitation, selective recitation and grounded question answering, we reveal that LMs manage to sequentially access their memory while encountering challenges in randomly accessing memorized content. We find that techniques including recitation and permutation improve the random memory access capability of LMs. Furthermore, by applying this intervention to realistic scenarios of open-domain question answering, we validate that enhancing random access by recitation leads to notable improvements in question answering. The code to reproduce our experiments can be found at //github.com/sail-sg/lm-random-memory-access.
Despite the recent advancement in large language models (LLMs) and their high performances across numerous benchmarks, recent research has unveiled that LLMs suffer from hallucinations and unfaithful reasoning. This work studies a specific type of hallucination induced by semantic associations. Specifically, we investigate to what extent LLMs take shortcuts from certain keyword/entity biases in the prompt instead of following the correct reasoning path. To quantify this phenomenon, we propose a novel probing method and benchmark called EureQA. We start from questions that LLMs will answer correctly with utmost certainty, and mask the important entity with evidence sentence recursively, asking models to find masked entities according to a chain of evidence before answering the question. During the construction of the evidence, we purposefully replace semantic clues (entities) that may lead to the correct answer with distractor clues (evidence) that will not directly lead to the correct answer but require a chain-like reasoning process. We evaluate if models can follow the correct reasoning chain instead of short-cutting through distractor clues. We find that existing LLMs lack the necessary capabilities to follow correct reasoning paths and resist the attempt of greedy shortcuts. We show that the distractor semantic associations often lead to model hallucination, which is strong evidence that questions the validity of current LLM reasoning.
In pace with developments in the research field of artificial intelligence, knowledge graphs (KGs) have attracted a surge of interest from both academia and industry. As a representation of semantic relations between entities, KGs have proven to be particularly relevant for natural language processing (NLP), experiencing a rapid spread and wide adoption within recent years. Given the increasing amount of research work in this area, several KG-related approaches have been surveyed in the NLP research community. However, a comprehensive study that categorizes established topics and reviews the maturity of individual research streams remains absent to this day. Contributing to closing this gap, we systematically analyzed 507 papers from the literature on KGs in NLP. Our survey encompasses a multifaceted review of tasks, research types, and contributions. As a result, we present a structured overview of the research landscape, provide a taxonomy of tasks, summarize our findings, and highlight directions for future work.
Despite its great success, machine learning can have its limits when dealing with insufficient training data. A potential solution is the additional integration of prior knowledge into the training process which leads to the notion of informed machine learning. In this paper, we present a structured overview of various approaches in this field. We provide a definition and propose a concept for informed machine learning which illustrates its building blocks and distinguishes it from conventional machine learning. We introduce a taxonomy that serves as a classification framework for informed machine learning approaches. It considers the source of knowledge, its representation, and its integration into the machine learning pipeline. Based on this taxonomy, we survey related research and describe how different knowledge representations such as algebraic equations, logic rules, or simulation results can be used in learning systems. This evaluation of numerous papers on the basis of our taxonomy uncovers key methods in the field of informed machine learning.
The LSTM network was proposed to overcome the difficulty in learning long-term dependence, and has made significant advancements in applications. With its success and drawbacks in mind, this paper raises the question - do RNN and LSTM have long memory? We answer it partially by proving that RNN and LSTM do not have long memory from a statistical perspective. A new definition for long memory networks is further introduced, and it requires the model weights to decay at a polynomial rate. To verify our theory, we convert RNN and LSTM into long memory networks by making a minimal modification, and their superiority is illustrated in modeling long-term dependence of various datasets.
Language model pre-training has proven to be useful in learning universal language representations. As a state-of-the-art language model pre-training model, BERT (Bidirectional Encoder Representations from Transformers) has achieved amazing results in many language understanding tasks. In this paper, we conduct exhaustive experiments to investigate different fine-tuning methods of BERT on text classification task and provide a general solution for BERT fine-tuning. Finally, the proposed solution obtains new state-of-the-art results on eight widely-studied text classification datasets.