Daily Papers

We study dictionary definition generation (DDG), i.e., the generation of non-contextualized definitions for given headwords. Dictionary definitions are an essential resource for learning word senses, but manually creating them is costly, which motivates us to automate the process. Specifically, we address learner's dictionary definition generation (LDDG), where definitions should consist of simple words. First, we introduce a reliable evaluation approach for DDG, based on our new evaluation criteria and powered by an LLM-as-a-judge. To provide reference definitions for the evaluation, we also construct a Japanese dataset in collaboration with a professional lexicographer. Validation results demonstrate that our evaluation approach agrees reasonably well with human annotators. Second, we propose an LDDG approach via iterative simplification with an LLM. Experimental results indicate that definitions generated by our approach achieve high scores on our criteria while maintaining lexical simplicity.

We present OpenGloss, a synthetic encyclopedic dictionary and semantic knowledge graph for English that integrates lexicographic definitions, encyclopedic context, etymological histories, and semantic relationships in a unified resource. OpenGloss contains 537K senses across 150K lexemes, on par with WordNet 3.1 and Open English WordNet, while providing more than four times as many sense definitions. These lexemes include 9.1M semantic edges, 1M usage examples, 3M collocations, and 60M words of encyclopedic content. Generated through a multi-agent procedural generation pipeline with schema-validated LLM outputs and automated quality assurance, the entire resource was produced in under one week for under $1,000. This demonstrates that structured generation can create comprehensive lexical resources at cost and time scales impractical for manual curation, enabling rapid iteration as foundation models improve. The resource addresses gaps in pedagogical applications by providing integrated content -- definitions, examples, collocations, encyclopedias, etymology -- that supports both vocabulary learning and natural language processing tasks. As a synthetically generated resource, OpenGloss reflects both the capabilities and limitations of current foundation models. The dataset is publicly available on Hugging Face under CC-BY 4.0, enabling researchers and educators to build upon and adapt this resource.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students' use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for ideas generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students' concerns when using NLG tools for idea generation and can inform educators' instruction to implement NLG tools for classroom creative writing.

Dictionaries are one of the oldest and most used linguistic resources. Building them is a complex task that, to the best of our knowledge, has yet to be explored with generative Large Language Models (LLMs). We introduce the "Spanish Built Factual Freectianary" (Spanish-BFF) as the first Spanish AI-generated dictionary. This first-of-its-kind free dictionary uses GPT-3. We also define future steps we aim to follow to improve this initial commitment to the field, such as more additional languages.

We apply definition generators based on open-weights large language models to the task of creating explanations of novel senses, taking target word usages as an input. To this end, we employ the datasets from the AXOLOTL'24 shared task on explainable semantic change modeling, which features Finnish, Russian and German languages. We fine-tune and provide publicly the open-source models performing higher than the best submissions of the aforementioned shared task, which employed closed proprietary LLMs. In addition, we find that encoder-decoder definition generators perform on par with their decoder-only counterparts.

We present a dataset of word usage graphs (WUGs), where the existing WUGs for multiple languages are enriched with cluster labels functioning as sense definitions. They are generated from scratch by fine-tuned encoder-decoder language models. The conducted human evaluation has shown that these definitions match the existing clusters in WUGs better than the definitions chosen from WordNet by two baseline systems. At the same time, the method is straightforward to use and easy to extend to new languages. The resulting enriched datasets can be extremely helpful for moving on to explainable semantic change modeling.

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.

Commonsense generation aims at generating plausible everyday scenario description based on a set of provided concepts. Digging the relationship of concepts from scratch is non-trivial, therefore, we retrieve prototypes from external knowledge to assist the understanding of the scenario for better description generation. We integrate two additional modules, namely position indicator and scaling module, into the pretrained encoder-decoder model for prototype modeling to enhance the knowledge injection procedure. We conduct experiment on CommonGen benchmark, and experimental results show that our method significantly improves the performance on all the metrics.

We build a dual-way neural dictionary to retrieve words given definitions, and produce definitions for queried words. The model learns the two tasks simultaneously and handles unknown words via embeddings. It casts a word or a definition to the same representation space through a shared layer, then generates the other form in a multi-task fashion. Our method achieves promising automatic scores on previous benchmarks without extra resources. Human annotators prefer the model's outputs in both reference-less and reference-based evaluation, indicating its practicality. Analysis suggests that multiple objectives benefit learning.

We propose using automatically generated natural language definitions of contextualised word usages as interpretable word and word sense representations. Given a collection of usage examples for a target word, and the corresponding data-driven usage clusters (i.e., word senses), a definition is generated for each usage with a specialised Flan-T5 language model, and the most prototypical definition in a usage cluster is chosen as the sense label. We demonstrate how the resulting sense labels can make existing approaches to semantic change analysis more interpretable, and how they can allow users -- historical linguists, lexicographers, or social scientists -- to explore and intuitively explain diachronic trajectories of word meaning. Semantic change analysis is only one of many possible applications of the `definitions as representations' paradigm. Beyond being human-readable, contextualised definitions also outperform token or usage sentence embeddings in word-in-context semantic similarity judgements, making them a new promising type of lexical representation for NLP.

Subject-driven generation has garnered significant interest recently due to its ability to personalize text-to-image generation. Typical works focus on learning the new subject's private attributes. However, an important fact has not been taken seriously that a subject is not an isolated new concept but should be a specialization of a certain category in the pre-trained model. This results in the subject failing to comprehensively inherit the attributes in its category, causing poor attribute-related generations. In this paper, motivated by object-oriented programming, we model the subject as a derived class whose base class is its semantic category. This modeling enables the subject to inherit public attributes from its category while learning its private attributes from the user-provided example. Specifically, we propose a plug-and-play method, Subject-Derived regularization (SuDe). It constructs the base-derived class modeling by constraining the subject-driven generated images to semantically belong to the subject's category. Extensive experiments under three baselines and two backbones on various subjects show that our SuDe enables imaginative attribute-related generations while maintaining subject fidelity. Codes will be open sourced soon at FaceChain (https://github.com/modelscope/facechain).

Dictionary learning (DL) has emerged as a powerful interpretability tool for large language models. By extracting known concepts (e.g., Golden-Gate Bridge) from human-interpretable data (e.g., text), sparse DL can elucidate a model's inner workings. In this work, we ask if DL can also be used to discover unknown concepts from less human-interpretable scientific data (e.g., cell images), ultimately enabling modern approaches to scientific discovery. As a first step, we use DL algorithms to study microscopy foundation models trained on multi-cell image data, where little prior knowledge exists regarding which high-level concepts should arise. We show that sparse dictionaries indeed extract biologically-meaningful concepts such as cell type and genetic perturbation type. We also propose a new DL algorithm, Iterative Codebook Feature Learning~(ICFL), and combine it with a pre-processing step that uses PCA whitening from a control dataset. In our experiments, we demonstrate that both ICFL and PCA improve the selectivity of extracted features compared to TopK sparse autoencoders.

Large pre-trained language models often struggle to incorporate new domain-specific terminology when fine-tuned on small, specialized corpora. In this work, we address the challenge of vocabulary expansion in frozen LLMs by introducing a mathematically grounded method for knowledge distillation via KL divergence, even when the original and extended models use different tokenizations. This allows the student model to inherit distributional knowledge from the teacher despite differing vocabularies. We compare our KL-based distillation approach to conventional cross-entropy training, evaluating both methods across multiple strategies for initializing new token embeddings. After embedding initialization, models are further fine-tuned to integrate the new vocabulary. Each trained model is benchmarked on approximately 2000 code-generation tasks, where our approach achieves the best performance across the board. Finally, through mechanistic interpretability, we analyze how models learn representations for the new tokens, providing an explanation for the observed gains and offering insight into the structure of embedding space during vocabulary expansion.

Pre-trained language models (LMs) have been shown to memorize a substantial amount of knowledge from the pre-training corpora; however, they are still limited in recalling factually correct knowledge given a certain context. Hence, they tend to suffer from counterfactual or hallucinatory generation when used in knowledge-intensive natural language generation (NLG) tasks. Recent remedies to this problem focus on modifying either the pre-training or task fine-tuning objectives to incorporate knowledge, which normally require additional costly training or architecture modification of LMs for practical applications. We present Knowledge Infused Decoding (KID) -- a novel decoding algorithm for generative LMs, which dynamically infuses external knowledge into each step of the LM decoding. Specifically, we maintain a local knowledge memory based on the current context, interacting with a dynamically created external knowledge trie, and continuously update the local memory as a knowledge-aware constraint to guide decoding via reinforcement learning. On six diverse knowledge-intensive NLG tasks, task-agnostic LMs (e.g., GPT-2 and BART) armed with KID outperform many task-optimized state-of-the-art models, and show particularly strong performance in few-shot scenarios over seven related knowledge-infusion techniques. Human evaluation confirms KID's ability to generate more relevant and factual language for the input context when compared with multiple baselines. Finally, KID also alleviates exposure bias and provides stable generation quality when generating longer sequences. Code for KID is available at https://github.com/microsoft/KID.

Recommender systems typically retrieve items from an item corpus for personalized recommendations. However, such a retrieval-based recommender paradigm faces two limitations: 1) the human-generated items in the corpus might fail to satisfy the users' diverse information needs, and 2) users usually adjust the recommendations via inefficient passive feedback, e.g., clicks. Nowadays, AI-Generated Content (AIGC) has revealed significant success, offering the potential to overcome these limitations: 1) generative AI can produce personalized items to satisfy users' information needs, and 2) the newly emerged large language models significantly reduce the efforts of users to precisely express information needs via natural language instructions. In this light, the boom of AIGC points the way towards the next-generation recommender paradigm with two new objectives: 1) generating personalized content through generative AI, and 2) integrating user instructions to guide content generation. To this end, we propose a novel Generative Recommender paradigm named GeneRec, which adopts an AI generator to personalize content generation and leverages user instructions. Specifically, we pre-process users' instructions and traditional feedback via an instructor to output the generation guidance. Given the guidance, we instantiate the AI generator through an AI editor and an AI creator to repurpose existing items and create new items. Eventually, GeneRec can perform content retrieval, repurposing, and creation to satisfy users' information needs. Besides, to ensure the trustworthiness of the generated items, we emphasize various fidelity checks. Moreover, we provide a roadmap to envision future developments of GeneRec and several domain-specific applications of GeneRec with potential research tasks. Lastly, we study the feasibility of implementing AI editor and AI creator on micro-video generation.

We introduce a new dynamic vocabulary for language models. It can involve arbitrary text spans during generation. These text spans act as basic generation bricks, akin to tokens in the traditional static vocabularies. We show that, the ability to generate multi-tokens atomically improve both generation quality and efficiency (compared to the standard language model, the MAUVE metric is increased by 25%, the latency is decreased by 20%). The dynamic vocabulary can be deployed in a plug-and-play way, thus is attractive for various downstream applications. For example, we demonstrate that dynamic vocabulary can be applied to different domains in a training-free manner. It also helps to generate reliable citations in question answering tasks (substantially enhancing citation results without compromising answer accuracy).

Large Language Models (LLMs) have demonstrated exceptional performance across diverse natural language processing tasks. However, these models exhibit a critical limitation in output diversity, often generating highly similar content across multiple attempts. This limitation significantly affects tasks requiring diverse outputs, from creative writing to reasoning. Existing solutions, like temperature scaling, enhance diversity by modifying probability distributions but compromise output quality. We propose Guide-to-Generation (G2), a training-free plug-and-play method that enhances output diversity while preserving generation quality. G2 employs a base generator alongside dual Guides, which guide the generation process through decoding-based interventions to encourage more diverse outputs conditioned on the original query. Comprehensive experiments demonstrate that G2 effectively improves output diversity while maintaining an optimal balance between diversity and quality.

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

Despite being trained specifically to follow user instructions, today's instructiontuned language models perform poorly when instructed to produce random outputs. For example, when prompted to pick a number uniformly between one and ten Llama-2-13B-chat disproportionately favors the number five, and when tasked with picking a first name at random, Mistral-7B-Instruct chooses Avery 40 times more often than we would expect based on the U.S. population. When these language models are used for real-world tasks where diversity of outputs is crucial, such as language model assisted dataset construction, their inability to produce diffuse distributions over valid choices is a major hurdle. In this work, we propose a fine-tuning method that encourages language models to output distributions that are diffuse over valid outcomes. The methods we introduce generalize across a variety of tasks and distributions and make large language models practical for synthetic dataset generation with little human intervention.

The goal of text generation is to make machines express in human language. It is one of the most important yet challenging tasks in natural language processing (NLP). Since 2014, various neural encoder-decoder models pioneered by Seq2Seq have been proposed to achieve the goal by learning to map input text to output text. However, the input text alone often provides limited knowledge to generate the desired output, so the performance of text generation is still far from satisfaction in many real-world scenarios. To address this issue, researchers have considered incorporating various forms of knowledge beyond the input text into the generation models. This research direction is known as knowledge-enhanced text generation. In this survey, we present a comprehensive review of the research on knowledge enhanced text generation over the past five years. The main content includes two parts: (i) general methods and architectures for integrating knowledge into text generation; (ii) specific techniques and applications according to different forms of knowledge data. This survey can have broad audiences, researchers and practitioners, in academia and industry.

We propose a new shared task for tactical data-to-text generation in the domain of source code libraries. Specifically, we focus on text generation of function descriptions from example software projects. Data is drawn from existing resources used for studying the related problem of semantic parser induction (Richardson and Kuhn, 2017b; Richardson and Kuhn, 2017a), and spans a wide variety of both natural languages and programming languages. In this paper, we describe these existing resources, which will serve as training and development data for the task, and discuss plans for building new independent test sets.

Recent advances in large-scale pre-training such as GPT-3 allow seemingly high quality text to be generated from a given prompt. However, such generation systems often suffer from problems of hallucinated facts, and are not inherently designed to incorporate useful external information. Grounded generation models appear to offer remedies, but their training typically relies on rarely-available parallel data where information-relevant documents are provided for context. We propose a framework that alleviates this data constraint by jointly training a grounded generator and document retriever on the language model signal. The model learns to reward retrieval of the documents with the highest utility in generation, and attentively combines them using a Mixture-of-Experts (MoE) ensemble to generate follow-on text. We demonstrate that both generator and retriever can take advantage of this joint training and work synergistically to produce more informative and relevant text in both prose and dialogue generation.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Keyphrase generation is the task of predicting a set of lexical units that conveys the main content of a source text. Existing datasets for keyphrase generation are only readily available for the scholarly domain and include non-expert annotations. In this paper we present KPTimes, a large-scale dataset of news texts paired with editor-curated keyphrases. Exploring the dataset, we show how editors tag documents, and how their annotations differ from those found in existing datasets. We also train and evaluate state-of-the-art neural keyphrase generation models on KPTimes to gain insights on how well they perform on the news domain. The dataset is available online at https://github.com/ygorg/KPTimes .

We introduce a new in-context learning paradigm to measure Large Language Models' (LLMs) ability to learn novel words during inference. In particular, we rewrite Winograd-style co-reference resolution problems by replacing the key concept word with a synthetic but plausible word that the model must understand to complete the task. Solving this task requires the model to make use of the dictionary definition of the new word given in the prompt. This benchmark addresses word acquisition, one important aspect of the diachronic degradation known to afflict LLMs. As LLMs are frozen in time at the moment they are trained, they are normally unable to reflect the way language changes over time. We show that the accuracy of LLMs compared to the original Winograd tasks decreases radically in our benchmark, thus identifying a limitation of current models and providing a benchmark to measure future improvements in LLMs ability to do in-context learning.

We present the "Spanish Built Factual Freectianary 2.0" (Spanish-BFF-2) as the second iteration of an AI-generated Spanish dictionary. Previously, we developed the inaugural version of this unique free dictionary employing GPT-3. In this study, we aim to improve the dictionary by using GPT-4-turbo instead. Furthermore, we explore improvements made to the initial version and compare the performance of both models.

Despite rapid advancement in the field of Constrained Natural Language Generation, little time has been spent on exploring the potential of language models which have had their vocabularies lexically, semantically, and/or phonetically constrained. We find that most language models generate compelling text even under significant constraints. We present a simple and universally applicable technique for modifying the output of a language model by compositionally applying filter functions to the language models vocabulary before a unit of text is generated. This approach is plug-and-play and requires no modification to the model. To showcase the value of this technique, we present an easy to use AI writing assistant called Constrained Text Generation Studio (CTGS). CTGS allows users to generate or choose from text with any combination of a wide variety of constraints, such as banning a particular letter, forcing the generated words to have a certain number of syllables, and/or forcing the words to be partial anagrams of another word. We introduce a novel dataset of prose that omits the letter e. We show that our method results in strictly superior performance compared to fine-tuning alone on this dataset. We also present a Huggingface space web-app presenting this technique called Gadsby. The code is available to the public here: https://github.com/Hellisotherpeople/Constrained-Text-Generation-Studio

Recent advances in accelerating text-to-image (T2I) diffusion models have enabled the synthesis of high-fidelity images even in a single step. However, personalizing these models to incorporate novel concepts remains a challenge due to the limited capacity of one-step models to capture new concept distributions effectively. We propose a bidirectional concept distillation framework, EchoDistill, to enable one-step diffusion personalization (1-SDP). Our approach involves an end-to-end training process where a multi-step diffusion model (teacher) and a one-step diffusion model (student) are trained simultaneously. The concept is first distilled from the teacher model to the student, and then echoed back from the student to the teacher. During the EchoDistill, we share the text encoder between the two models to ensure consistent semantic understanding. Following this, the student model is optimized with adversarial losses to align with the real image distribution and with alignment losses to maintain consistency with the teacher's output. Furthermore, we introduce the bidirectional echoing refinement strategy, wherein the student model leverages its faster generation capability to feedback to the teacher model. This bidirectional concept distillation mechanism not only enhances the student ability to personalize novel concepts but also improves the generative quality of the teacher model. Our experiments demonstrate that this collaborative framework significantly outperforms existing personalization methods over the 1-SDP setup, establishing a novel paradigm for rapid and effective personalization in T2I diffusion models.

Language models (LMs) may lead their users to make suboptimal downstream decisions when they confidently hallucinate. This issue can be mitigated by having the LM verbally convey the probability that its claims are correct, but existing models cannot produce text with calibrated confidence statements. Through the lens of decision-making, we formalize linguistic calibration for long-form generations: an LM is linguistically calibrated if its generations enable its users to make calibrated probabilistic predictions. This definition enables a training framework where a supervised finetuning step bootstraps an LM to emit long-form generations with confidence statements such as "I estimate a 30% chance of..." or "I am certain that...", followed by a reinforcement learning step which rewards generations that enable a user to provide calibrated answers to related questions. We linguistically calibrate Llama 2 7B and find in automated and human evaluations of long-form generations that it is significantly more calibrated than strong finetuned factuality baselines with comparable accuracy. These findings generalize under distribution shift on question-answering and under a significant task shift to person biography generation. Our results demonstrate that long-form generations may be calibrated end-to-end by constructing an objective in the space of the predictions that users make in downstream decision-making.

Sequence generation applications require satisfying semantic constraints, such as ensuring that programs are correct, using certain keywords, or avoiding undesirable content. Language models, whether fine-tuned or prompted with few-shot demonstrations, frequently violate these constraints, and lack a mechanism to iteratively revise their outputs. Moreover, some powerful language models are of extreme scale or inaccessible, making it inefficient, if not infeasible, to update their parameters for task-specific adaptation. We present Self-Correction, an approach that decouples an imperfect base generator (an off-the-shelf language model or supervised sequence-to-sequence model) from a separate corrector that learns to iteratively correct imperfect generations. To train the corrector, we propose an online training procedure that can use either scalar or natural language feedback on intermediate imperfect generations. We show that Self-Correction improves upon the base generator in three diverse generation tasks - mathematical program synthesis, lexically-constrained generation, and toxicity control - even when the corrector is much smaller than the base generator.

Natural Language Generation (NLG) has made great progress in recent years due to the development of deep learning techniques such as pre-trained language models. This advancement has resulted in more fluent, coherent and even properties controllable (e.g. stylistic, sentiment, length etc.) generation, naturally leading to development in downstream tasks such as abstractive summarization, dialogue generation, machine translation, and data-to-text generation. However, the faithfulness problem that the generated text usually contains unfaithful or non-factual information has become the biggest challenge, which makes the performance of text generation unsatisfactory for practical applications in many real-world scenarios. Many studies on analysis, evaluation, and optimization methods for faithfulness problems have been proposed for various tasks, but have not been organized, compared and discussed in a combined manner. In this survey, we provide a systematic overview of the research progress on the faithfulness problem of NLG, including problem analysis, evaluation metrics and optimization methods. We organize the evaluation and optimization methods for different tasks into a unified taxonomy to facilitate comparison and learning across tasks. Several research trends are discussed further.

Lenses are a well-established structure for modelling bidirectional transformations, such as the interactions between a database and a view of it. Lenses may be symmetric or asymmetric, and may be composed, forming the morphisms of a monoidal category. More recently, the notion of a learner has been proposed: these provide a compositional way of modelling supervised learning algorithms, and again form the morphisms of a monoidal category. In this paper, we show that the two concepts are tightly linked. We show both that there is a faithful, identity-on-objects symmetric monoidal functor embedding a category of asymmetric lenses into the category of learners, and furthermore there is such a functor embedding the category of learners into a category of symmetric lenses.

Pre-trained language models, despite their rapid advancements powered by scale, still fall short of robust commonsense capabilities. And yet, scale appears to be the winning recipe; after all, the largest models seem to have acquired the largest amount of commonsense capabilities. Or is it? In this paper, we investigate the possibility of a seemingly impossible match: can smaller language models with dismal commonsense capabilities (i.e., GPT-2), ever win over models that are orders of magnitude larger and better (i.e., GPT-3), if the smaller models are powered with novel commonsense distillation algorithms? The key intellectual question we ask here is whether it is possible, if at all, to design a learning algorithm that does not benefit from scale, yet leads to a competitive level of commonsense acquisition. In this work, we study the generative models of commonsense knowledge, focusing on the task of generating generics, statements of commonsense facts about everyday concepts, e.g., birds can fly. We introduce a novel commonsense distillation framework, I2D2, that loosely follows the Symbolic Knowledge Distillation of West et al. but breaks the dependence on the extreme-scale models as the teacher model by two innovations: (1) the novel adaptation of NeuroLogic Decoding to enhance the generation quality of the weak, off-the-shelf language models, and (2) self-imitation learning to iteratively learn from the model's own enhanced commonsense acquisition capabilities. Empirical results suggest that scale is not the only way, as novel algorithms can be a promising alternative. Moreover, our study leads to a new corpus of generics, Gen-A-Tomic, that is of the largest and highest quality available to date.

Question generation is a conditioned language generation task that consists in generating a context-aware question given a context and the targeted answer. Train language modelling with a mere likelihood maximization has been widely used while suffering from exposure bias and the discordance between the training and the test metrics. In the way of addressing this issue, The presented work portrays a fully Transformer-based reinforcement learning generator-evaluation architecture for neural question generation. To edge the flexibility of the generation, a semantic-based reward score was externally infused during the training to drive the training of the language model. The global architecture is laid out in a generator-evaluator fashion optimized directly to n-gram and semantic-based metrics. Evaluation metrics for language modelling only based on n-gram overlapping do not consider semantic relations between reference and candidate sequences. To improve the evaluation step, a two-fold evaluation was carried out. On the one side, an n-gram overlapping evaluation using the BLEU score. On the other side, a semantic-based assessment using BERTScore and NUBIA. The results were corroborated by a binary human evaluation of the semantic relatedness of the generated question and the ground truth. The results obtained showed that use a semantic-based REINFORCE algorithm for the question generation syntactically reshapes the generated questions while preserving their underlying semantic meaning. Many downstream applications can be drawn from a successful question generation including the enlargement of question answering datasets, the improvement of conversational systems, the enhancement of autonomous educational assessment systems, and so forth.

Traditionally, NLP performance improvement has been focused on improving models and increasing the number of model parameters. NLP vocabulary construction has remained focused on maximizing the number of words represented through subword regularization. We present a novel tokenizer that uses semantics to drive vocabulary construction. The tokenizer includes a trainer that uses stemming to enhance subword formation. Further optimizations and adaptations are implemented to minimize the number of words that cannot be encoded. The encoder is updated to integrate with the trainer. The tokenizer is implemented as a drop-in replacement for the SentencePiece tokenizer. The new tokenizer more than doubles the number of wordforms represented in the vocabulary. The enhanced vocabulary significantly improves NLP model convergence, and improves quality of word and sentence embeddings. Our experimental results show top performance on two Glue tasks using BERT-base, improving on models more than 50X in size.

Knowledge distillation has emerged as an effective strategy for compressing large language models' (LLMs) knowledge into smaller, more efficient student models. However, standard one-shot distillation methods often produce suboptimal results due to a mismatch between teacher-generated rationales and the student's specific learning requirements. In this paper, we introduce the UNDO: UNderstanding Distillation as Optimization framework, designed to bridge this gap by iteratively identifying the student's errors and prompting the teacher to refine its explanations accordingly. Each iteration directly targets the student's learning deficiencies, motivating the teacher to provide tailored and enhanced rationales that specifically address these weaknesses. Empirical evaluations on various challenging mathematical and commonsense reasoning tasks demonstrate that our iterative distillation method, UNDO, significantly outperforms standard one-step distillation methods, achieving performance gains of up to 20%. Additionally, we show that teacher-generated data refined through our iterative process remains effective even when applied to different student models, underscoring the broad applicability of our approach. Our work fundamentally reframes knowledge distillation as an iterative teacher-student interaction, effectively leveraging dynamic refinement by the teacher for better knowledge distillation.

The automatic detection of hypernymy relationships represents a challenging problem in NLP. The successful application of state-of-the-art supervised approaches using distributed representations has generally been impeded by the limited availability of high quality training data. We have developed two novel data augmentation techniques which generate new training examples from existing ones. First, we combine the linguistic principles of hypernym transitivity and intersective modifier-noun composition to generate additional pairs of vectors, such as "small dog - dog" or "small dog - animal", for which a hypernymy relationship can be assumed. Second, we use generative adversarial networks (GANs) to generate pairs of vectors for which the hypernymy relation can also be assumed. We furthermore present two complementary strategies for extending an existing dataset by leveraging linguistic resources such as WordNet. Using an evaluation across 3 different datasets for hypernymy detection and 2 different vector spaces, we demonstrate that both of the proposed automatic data augmentation and dataset extension strategies substantially improve classifier performance.

We present an Arabic crossword puzzle generator from a given text that utilizes advanced language models such as GPT-4-Turbo, GPT-3.5-Turbo and Llama3-8B-Instruct, specifically developed for educational purposes, this innovative generator leverages a meticulously compiled dataset named Arabic-Clue-Instruct with over 50,000 entries encompassing text, answers, clues, and categories. This dataset is intricately designed to aid in the generation of pertinent clues linked to specific texts and keywords within defined categories. This project addresses the scarcity of advanced educational tools tailored for the Arabic language, promoting enhanced language learning and cognitive development. By providing a culturally and linguistically relevant tool, our objective is to make learning more engaging and effective through gamification and interactivity. Integrating state-of-the-art artificial intelligence with contemporary learning methodologies, this tool can generate crossword puzzles from any given educational text, thereby facilitating an interactive and enjoyable learning experience. This tool not only advances educational paradigms but also sets a new standard in interactive and cognitive learning technologies. The model and dataset are publicly available.

Amidst the rapid advancements in generative language models, the investigation of how training data shapes the performance of GPT models is still emerging. This paper presents GPTfluence, a novel approach that leverages a featurized simulation to assess the impact of training examples on the training dynamics of GPT models. Our approach not only traces the influence of individual training instances on performance trajectories, such as loss and other key metrics, on targeted test points but also enables a comprehensive comparison with existing methods across various training scenarios in GPT models, ranging from 14 million to 2.8 billion parameters, across a range of downstream tasks. Contrary to earlier methods that struggle with generalization to new data, GPTfluence introduces a parameterized simulation of training dynamics, demonstrating robust generalization capabilities to unseen training data. This adaptability is evident across both fine-tuning and instruction-tuning scenarios, spanning tasks in natural language understanding and generation. We will make our code and data publicly available.

Large pre-trained language models are capable of generating realistic text. However, controlling these models so that the generated text satisfies lexical constraints, i.e., contains specific words, is a challenging problem. Given that state-of-the-art language models are too large to be trained from scratch in a manageable time, it is desirable to control these models without re-training them. Methods capable of doing this are called plug-and-play. Recent plug-and-play methods have been successful in constraining small bidirectional language models as well as forward models in tasks with a restricted search space, e.g., machine translation. However, controlling large transformer-based models to meet lexical constraints without re-training them remains a challenge. In this work, we propose Directed Beam Search (DBS), a plug-and-play method for lexically constrained language generation. Our method can be applied to any language model, is easy to implement and can be used for general language generation. In our experiments we use DBS to control GPT-2. We demonstrate its performance on keyword-to-phrase generation and we obtain comparable results as a state-of-the-art non-plug-and-play model for lexically constrained story generation.

This paper describes a linguistically-motivated approach to the 2024 edition of the BabyLM Challenge (Warstadt et al. 2023). Rather than pursuing a first language learning (L1) paradigm, we approach the challenge from a second language (L2) learning perspective. In L2 learning, there is a stronger focus on learning explicit linguistic information, such as grammatical notions, definitions of words or different ways of expressing a meaning. This makes L2 learning potentially more efficient and concise. We approximate this using data from Wiktionary, grammar examples either generated by an LLM or sourced from grammar books, and paraphrase data. We find that explicit information about word meaning (in our case, Wiktionary) does not boost model performance, while grammatical information can give a small improvement. The most impactful data ingredient is sentence paraphrases, with our two best models being trained on 1) a mix of paraphrase data and data from the BabyLM pretraining dataset, and 2) exclusively paraphrase data.

Humans (e.g., crowdworkers) have a remarkable ability in solving different tasks, by simply reading textual instructions that define them and looking at a few examples. Despite the success of the conventional supervised learning on individual datasets, such models often struggle with generalization across tasks (e.g., a question-answering system cannot solve classification tasks). A long-standing challenge in AI is to build a model that learns a new task by understanding the human-readable instructions that define it. To study this, we introduce NATURAL INSTRUCTIONS, a dataset of 61 distinct tasks, their human-authored instructions, and 193k task instances (input-output pairs). The instructions are obtained from crowdsourcing instructions used to create existing NLP datasets and mapped to a unified schema. Using this meta-dataset, we measure cross-task generalization by training models on seen tasks and measuring generalization to the remaining unseen ones. We adopt generative pre-trained language models to encode task-specific instructions along with input and generate task output. Our results indicate that models benefit from instructions when evaluated in terms of generalization to unseen tasks (19% better for models utilizing instructions). These models, however, are far behind an estimated performance upperbound indicating significant room for more progress in this direction.

We propose task-adaptive tokenization as a way to adapt the generation pipeline to the specifics of a downstream task and enhance long-form generation in mental health. Inspired by insights from cognitive science, our task-adaptive tokenizer samples variable segmentations from multiple outcomes, with sampling probabilities optimized based on task-specific data. We introduce a strategy for building a specialized vocabulary and introduce a vocabulary merging protocol that allows for the integration of task-specific tokens into the pre-trained model's tokenization step. Through extensive experiments on psychological question-answering tasks in both Chinese and English, we find that our task-adaptive tokenization approach brings a significant improvement in generation performance while using up to 60% fewer tokens. Preliminary experiments point to promising results when using our tokenization approach with very large language models.

Large Language Models (LLMs), such as GPT3.5, have exhibited remarkable proficiency in comprehending and generating natural language. However, their unpersonalized generation paradigm may result in suboptimal user-specific outcomes. Typically, users converse differently based on their knowledge and preferences. This necessitates the task of enhancing user-oriented LLM which remains unexplored. While one can fully train an LLM for this objective, the resource consumption is unaffordable. Prior research has explored memory-based methods to store and retrieve knowledge to enhance generation without retraining for new queries. However, we contend that a mere memory module is inadequate to comprehend a user's preference, and fully training an LLM can be excessively costly. In this study, we propose a novel computational bionic memory mechanism, equipped with a parameter-efficient fine-tuning schema, to personalize LLMs. Our extensive experimental results demonstrate the effectiveness and superiority of the proposed approach. To encourage further research into this area, we are releasing a new conversation dataset generated entirely by LLM based on an open-source medical corpus, as well as our implementation code.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Using large teacher models to guide the training of smaller student models has become the prevailing paradigm for efficient and effective learning. However, vocabulary mismatches between teacher and student language models pose significant challenges in language modeling, resulting in divergent token sequences and output distributions. To overcome these limitations, we propose Vocabulary-agnostic Teacher Guided Language Modeling (VocAgnoLM), a novel approach that bridges the gap caused by vocabulary mismatch through two key methods: (1) Token-level Lexical Alignment, which aligns token sequences across mismatched vocabularies, and (2) Teacher Guided Loss, which leverages the loss of teacher model to guide effective student training. We demonstrate its effectiveness in language modeling with 1B student model using various 7B teacher models with different vocabularies. Notably, with Qwen2.5-Math-Instruct, a teacher model sharing only about 6% of its vocabulary with TinyLlama, VocAgnoLM achieves a 46% performance improvement compared to naive continual pretraining. Furthermore, we demonstrate that VocAgnoLM consistently benefits from stronger teacher models, providing a robust solution to vocabulary mismatches in language modeling.

Question generation (QG) is a natural language generation task where a model is trained to ask questions corresponding to some input text. Most recent approaches frame QG as a sequence-to-sequence problem and rely on additional features and mechanisms to increase performance; however, these often increase model complexity, and can rely on auxiliary data unavailable in practical use. A single Transformer-based unidirectional language model leveraging transfer learning can be used to produce high quality questions while disposing of additional task-specific complexity. Our QG model, finetuned from GPT-2 Small, outperforms several paragraph-level QG baselines on the SQuAD dataset by 0.95 METEOR points. Human evaluators rated questions as easy to answer, relevant to their context paragraph, and corresponding well to natural human speech. Also introduced is a new set of baseline scores on the RACE dataset, which has not previously been used for QG tasks. Further experimentation with varying model capacities and datasets with non-identification type questions is recommended in order to further verify the robustness of pretrained Transformer-based LMs as question generators.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

Information Retrieval (IR) systems are crucial tools for users to access information, which have long been dominated by traditional methods relying on similarity matching. With the advancement of pre-trained language models, generative information retrieval (GenIR) emerges as a novel paradigm, attracting increasing attention. Based on the form of information provided to users, current research in GenIR can be categorized into two aspects: (1) Generative Document Retrieval (GR) leverages the generative model's parameters for memorizing documents, enabling retrieval by directly generating relevant document identifiers without explicit indexing. (2) Reliable Response Generation employs language models to directly generate information users seek, breaking the limitations of traditional IR in terms of document granularity and relevance matching while offering flexibility, efficiency, and creativity to meet practical needs. This paper aims to systematically review the latest research progress in GenIR. We will summarize the advancements in GR regarding model training and structure, document identifier, incremental learning, etc., as well as progress in reliable response generation in aspects of internal knowledge memorization, external knowledge augmentation, etc. We also review the evaluation, challenges and future developments in GenIR systems. This review aims to offer a comprehensive reference for researchers, encouraging further development in the GenIR field. Github Repository: https://github.com/RUC-NLPIR/GenIR-Survey

Dictionary learning is a branch of signal processing and machine learning that aims at finding a frame (called dictionary) in which some training data admits a sparse representation. The sparser the representation, the better the dictionary. The resulting dictionary is in general a dense matrix, and its manipulation can be computationally costly both at the learning stage and later in the usage of this dictionary, for tasks such as sparse coding. Dictionary learning is thus limited to relatively small-scale problems. In this paper, inspired by usual fast transforms, we consider a general dictionary structure that allows cheaper manipulation, and propose an algorithm to learn such dictionaries --and their fast implementation-- over training data. The approach is demonstrated experimentally with the factorization of the Hadamard matrix and with synthetic dictionary learning experiments.

Recent advancements in Large Language Models (LLMs) and their increased accessibility have made it easier than ever for students to automatically generate texts, posing new challenges for educational institutions. To enforce norms of academic integrity and ensure students' learning, learning analytics methods to automatically detect LLM-generated text appear increasingly appealing. This paper benchmarks the performance of different state-of-the-art detectors in educational contexts, introducing a novel dataset, called Generative Essay Detection in Education (GEDE), containing over 900 student-written essays and over 12,500 LLM-generated essays from various domains. To capture the diversity of LLM usage practices in generating text, we propose the concept of contribution levels, representing students' contribution to a given assignment. These levels range from purely human-written texts, to slightly LLM-improved versions, to fully LLM-generated texts, and finally to active attacks on the detector by "humanizing" generated texts. We show that most detectors struggle to accurately classify texts of intermediate student contribution levels, like LLM-improved human-written texts. Detectors are particularly likely to produce false positives, which is problematic in educational settings where false suspicions can severely impact students' lives. Our dataset, code, and additional supplementary materials are publicly available at https://github.com/lukasgehring/Assessing-LLM-Text-Detection-in-Educational-Contexts.

Today's probabilistic language generators fall short when it comes to producing coherent and fluent text despite the fact that the underlying models perform well under standard metrics, e.g., perplexity. This discrepancy has puzzled the language generation community for the last few years. In this work, we posit that the abstraction of natural language generation as a discrete stochastic process--which allows for an information-theoretic analysis--can provide new insights into the behavior of probabilistic language generators, e.g., why high-probability texts can be dull or repetitive. Humans use language as a means of communicating information, aiming to do so in a simultaneously efficient and error-minimizing manner; in fact, psycholinguistics research suggests humans choose each word in a string with this subconscious goal in mind. We formally define the set of strings that meet this criterion: those for which each word has an information content close to the expected information content, i.e., the conditional entropy of our model. We then propose a simple and efficient procedure for enforcing this criterion when generating from probabilistic models, which we call locally typical sampling. Automatic and human evaluations show that, in comparison to nucleus and top-k sampling, locally typical sampling offers competitive performance (in both abstractive summarization and story generation) in terms of quality while consistently reducing degenerate repetitions.

Generative Artificial Intelligence (GenAI) systems are being increasingly deployed across all parts of industry and research settings. Developers and end users interact with these systems through the use of prompting or prompt engineering. While prompting is a widespread and highly researched concept, there exists conflicting terminology and a poor ontological understanding of what constitutes a prompt due to the area's nascency. This paper establishes a structured understanding of prompts, by assembling a taxonomy of prompting techniques and analyzing their use. We present a comprehensive vocabulary of 33 vocabulary terms, a taxonomy of 58 text-only prompting techniques, and 40 techniques for other modalities. We further present a meta-analysis of the entire literature on natural language prefix-prompting.

The Internet facilitates large-scale collaborative projects and the emergence of Web 2.0 platforms, where producers and consumers of content unify, has drastically changed the information market. On the one hand, the promise of the "wisdom of the crowd" has inspired successful projects such as Wikipedia, which has become the primary source of crowd-based information in many languages. On the other hand, the decentralized and often un-monitored environment of such projects may make them susceptible to low quality content. In this work, we focus on Urban Dictionary, a crowd-sourced online dictionary. We combine computational methods with qualitative annotation and shed light on the overall features of Urban Dictionary in terms of growth, coverage and types of content. We measure a high presence of opinion-focused entries, as opposed to the meaning-focused entries that we expect from traditional dictionaries. Furthermore, Urban Dictionary covers many informal, unfamiliar words as well as proper nouns. Urban Dictionary also contains offensive content, but highly offensive content tends to receive lower scores through the dictionary's voting system. The low threshold to include new material in Urban Dictionary enables quick recording of new words and new meanings, but the resulting heterogeneous content can pose challenges in using Urban Dictionary as a source to study language innovation.

We describe our team's contribution to the STRICT-SMALL track of the BabyLM Challenge. The challenge requires training a language model from scratch using only a relatively small training dataset of ten million words. We experiment with three variants of cognitively-motivated curriculum learning and analyze their effect on the performance of the model on linguistic evaluation tasks. In the vocabulary curriculum, we analyze methods for constraining the vocabulary in the early stages of training to simulate cognitively more plausible learning curves. In the data curriculum experiments, we vary the order of the training instances based on i) infant-inspired expectations and ii) the learning behavior of the model. In the objective curriculum, we explore different variations of combining the conventional masked language modeling task with a more coarse-grained word class prediction task to reinforce linguistic generalization capabilities. Our results did not yield consistent improvements over our own non-curriculum learning baseline across a range of linguistic benchmarks; however, we do find marginal gains on select tasks. Our analysis highlights key takeaways for specific combinations of tasks and settings which benefit from our proposed curricula. We moreover determine that careful selection of model architecture, and training hyper-parameters yield substantial improvements over the default baselines provided by the BabyLM challenge.

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

Can one inject new concepts into an already trained generative model, while respecting its existing structure and knowledge? We propose a new task - domain expansion - to address this. Given a pretrained generator and novel (but related) domains, we expand the generator to jointly model all domains, old and new, harmoniously. First, we note the generator contains a meaningful, pretrained latent space. Is it possible to minimally perturb this hard-earned representation, while maximally representing the new domains? Interestingly, we find that the latent space offers unused, "dormant" directions, which do not affect the output. This provides an opportunity: By "repurposing" these directions, we can represent new domains without perturbing the original representation. In fact, we find that pretrained generators have the capacity to add several - even hundreds - of new domains! Using our expansion method, one "expanded" model can supersede numerous domain-specific models, without expanding the model size. Additionally, a single expanded generator natively supports smooth transitions between domains, as well as composition of domains. Code and project page available at https://yotamnitzan.github.io/domain-expansion/.

Personalized models have demonstrated remarkable success in understanding and generating concepts provided by users. However, existing methods use separate concept tokens for understanding and generation, treating these tasks in isolation. This may result in limitations for generating images with complex prompts. For example, given the concept langle borangle, generating "langle borangle wearing its hat" without additional textual descriptions of its hat. We call this kind of generation \textbf{personalized attribute-reasoning generation}. To address the limitation, we present UniCTokens, a novel framework that effectively integrates personalized information into a unified vision language model (VLM) for understanding and generation. UniCTokens trains a set of unified concept tokens to leverage complementary semantics, boosting two personalized tasks. Moreover, we propose a progressive training strategy with three stages: understanding warm-up, bootstrapping generation from understanding, and deepening understanding from generation to enhance mutual benefits between both tasks. To quantitatively evaluate the unified VLM personalization, we present UnifyBench, the first benchmark for assessing concept understanding, concept generation, and attribute-reasoning generation. Experimental results on UnifyBench indicate that UniCTokens shows competitive performance compared to leading methods in concept understanding, concept generation, and achieving state-of-the-art results in personalized attribute-reasoning generation. Our research demonstrates that enhanced understanding improves generation, and the generation process can yield valuable insights into understanding. Our code and dataset will be released at: https://github.com/arctanxarc/UniCTokens{https://github.com/arctanxarc/UniCTokens}.

This paper introduces a neural model for concept-to-text generation that scales to large, rich domains. We experiment with a new dataset of biographies from Wikipedia that is an order of magnitude larger than existing resources with over 700k samples. The dataset is also vastly more diverse with a 400k vocabulary, compared to a few hundred words for Weathergov or Robocup. Our model builds upon recent work on conditional neural language model for text generation. To deal with the large vocabulary, we extend these models to mix a fixed vocabulary with copy actions that transfer sample-specific words from the input database to the generated output sentence. Our neural model significantly out-performs a classical Kneser-Ney language model adapted to this task by nearly 15 BLEU.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

Words often carry different meanings for people from diverse backgrounds. Today's era of social polarization demands that we choose words carefully to prevent miscommunication, especially in political communication and journalism. To address this issue, we introduce the Bridging Dictionary, an interactive tool designed to illuminate how words are perceived by people with different political views. The Bridging Dictionary includes a static, printable document featuring 796 terms with summaries generated by a large language model. These summaries highlight how the terms are used distinctively by Republicans and Democrats. Additionally, the Bridging Dictionary offers an interactive interface that lets users explore selected words, visualizing their frequency, sentiment, summaries, and examples across political divides. We present a use case for journalists and emphasize the importance of human agency and trust in further enhancing this tool. The deployed version of Bridging Dictionary is available at https://dictionary.ccc-mit.org/.

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.

State-of-the-art language generation models can degenerate when applied to open-ended generation problems such as text completion, story generation, or dialog modeling. This degeneration usually shows up in the form of incoherence, lack of vocabulary diversity, and self-repetition or copying from the context. In this paper, we postulate that ``human-like'' generations usually lie in a narrow and nearly flat entropy band, and violation of these entropy bounds correlates with degenerate behavior. Our experiments show that this stable narrow entropy zone exists across models, tasks, and domains and confirm the hypothesis that violations of this zone correlate with degeneration. We then use this insight to propose an entropy-aware decoding algorithm that respects these entropy bounds resulting in less degenerate, more contextual, and "human-like" language generation in open-ended text generation settings.

Natural Language Generation (NLG) has improved exponentially in recent years thanks to the development of sequence-to-sequence deep learning technologies such as Transformer-based language models. This advancement has led to more fluent and coherent NLG, leading to improved development in downstream tasks such as abstractive summarization, dialogue generation and data-to-text generation. However, it is also apparent that deep learning based generation is prone to hallucinate unintended text, which degrades the system performance and fails to meet user expectations in many real-world scenarios. To address this issue, many studies have been presented in measuring and mitigating hallucinated texts, but these have never been reviewed in a comprehensive manner before. In this survey, we thus provide a broad overview of the research progress and challenges in the hallucination problem in NLG. The survey is organized into two parts: (1) a general overview of metrics, mitigation methods, and future directions; and (2) an overview of task-specific research progress on hallucinations in the following downstream tasks, namely abstractive summarization, dialogue generation, generative question answering, data-to-text generation, machine translation, and visual-language generation. This survey serves to facilitate collaborative efforts among researchers in tackling the challenge of hallucinated texts in NLG.

The Sejong dictionary dataset offers a valuable resource, providing extensive coverage of morphology, syntax, and semantic representation. This dataset can be utilized to explore linguistic information in greater depth. The labeled linguistic structures within this dataset form the basis for uncovering relationships between words and phrases and their associations with target verbs. This paper introduces a user-friendly web interface designed for the collection and consolidation of verb-related information, with a particular focus on subcategorization frames. Additionally, it outlines our efforts in mapping this information by aligning subcategorization frames with corresponding illustrative sentence examples. Furthermore, we provide a Python library that would simplify syntactic parsing and semantic role labeling. These tools are intended to assist individuals interested in harnessing the Sejong dictionary dataset to develop applications for Korean language processing.

This paper introduces the first Turkish crossword puzzle generator designed to leverage the capabilities of large language models (LLMs) for educational purposes. In this work, we introduced two specially created datasets: one with over 180,000 unique answer-clue pairs for generating relevant clues from the given answer, and another with over 35,000 samples containing text, answer, category, and clue data, aimed at producing clues for specific texts and keywords within certain categories. Beyond entertainment, this generator emerges as an interactive educational tool that enhances memory, vocabulary, and problem-solving skills. It's a notable step in AI-enhanced education, merging game-like engagement with learning for Turkish and setting new standards for interactive, intelligent learning tools in Turkish.

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.

Pre-trained large language models (PLMs) underlie most new developments in natural language processing. They have shifted the field from application-specific model pipelines to a single model that is adapted to a wide range of tasks. Autoregressive PLMs like GPT-3 or PaLM, alongside techniques like few-shot learning, have additionally shifted the output modality to generation instead of classification or regression. Despite their ubiquitous use, the generation quality of language models is rarely evaluated when these models are introduced. Additionally, it is unclear how existing generation tasks--while they can be used to compare systems at a high level--relate to the real world use cases for which people have been adopting them. In this work, we discuss how to adapt existing application-specific generation benchmarks to PLMs and provide an in-depth, empirical study of the limitations and capabilities of PLMs in natural language generation tasks along dimensions such as scale, architecture, input and output language. Our results show that PLMs differ in their applicability to different data regimes and their generalization to multiple languages and inform which PLMs to use for a given generation task setup. We share best practices to be taken into consideration when benchmarking generation capabilities during the development of upcoming PLMs.

Current pre-training works in natural language generation pay little attention to the problem of exposure bias on downstream tasks. To address this issue, we propose an enhanced multi-flow sequence to sequence pre-training and fine-tuning framework named ERNIE-GEN, which bridges the discrepancy between training and inference with an infilling generation mechanism and a noise-aware generation method. To make generation closer to human writing patterns, this framework introduces a span-by-span generation flow that trains the model to predict semantically-complete spans consecutively rather than predicting word by word. Unlike existing pre-training methods, ERNIE-GEN incorporates multi-granularity target sampling to construct pre-training data, which enhances the correlation between encoder and decoder. Experimental results demonstrate that ERNIE-GEN achieves state-of-the-art results with a much smaller amount of pre-training data and parameters on a range of language generation tasks, including abstractive summarization (Gigaword and CNN/DailyMail), question generation (SQuAD), dialogue generation (Persona-Chat) and generative question answering (CoQA).

The widespread adoption of synthetic data raises new questions about how models generating the data can influence other large language models (LLMs) via distilled data. To start, our work exhaustively characterizes the impact of passive inheritance of model properties by systematically studying the consequences of synthetic data integration. We provide one of the most comprehensive studies to-date of how the source of synthetic data shapes models' internal biases, calibration and generations' textual attributes and preferences. We find that models are surprisingly sensitive towards certain attributes even when the synthetic data prompts appear "neutral". which invites the question whether this sensitivity can be exploited for good. Our findings invite the question can we explicitly steer the models towards the properties we want at test time by exploiting the data generation process? This would have historically been considered infeasible due to the cost of collecting data with a specific characteristic or objective in mind. However, improvement in the quality of synthetic data, as well as a shift towards general-purpose models designed to follow a diverse way of instructions, means this question is timely. We propose active inheritance as a term to describe intentionally constraining synthetic data according to a non-differentiable objective. We demonstrate how active inheritance can steer the generation profiles of models towards desirable non-differentiable attributes, e.g. high lexical diversity or low toxicity.

This paper investigates the intriguing question of whether we can create learning algorithms that automatically generate training data, learning environments, and curricula in order to help AI agents rapidly learn. We show that such algorithms are possible via Generative Teaching Networks (GTNs), a general approach that is, in theory, applicable to supervised, unsupervised, and reinforcement learning, although our experiments only focus on the supervised case. GTNs are deep neural networks that generate data and/or training environments that a learner (e.g. a freshly initialized neural network) trains on for a few SGD steps before being tested on a target task. We then differentiate through the entire learning process via meta-gradients to update the GTN parameters to improve performance on the target task. GTNs have the beneficial property that they can theoretically generate any type of data or training environment, making their potential impact large. This paper introduces GTNs, discusses their potential, and showcases that they can substantially accelerate learning. We also demonstrate a practical and exciting application of GTNs: accelerating the evaluation of candidate architectures for neural architecture search (NAS), which is rate-limited by such evaluations, enabling massive speed-ups in NAS. GTN-NAS improves the NAS state of the art, finding higher performing architectures when controlling for the search proposal mechanism. GTN-NAS also is competitive with the overall state of the art approaches, which achieve top performance while using orders of magnitude less computation than typical NAS methods. Speculating forward, GTNs may represent a first step toward the ambitious goal of algorithms that generate their own training data and, in doing so, open a variety of interesting new research questions and directions.

Despite the recent advancements in Large Language Models (LLMs), which have significantly enhanced the generative capabilities for various NLP tasks, LLMs still face limitations in directly handling retrieval tasks. However, many practical applications demand the seamless integration of both retrieval and generation. This paper introduces a novel and efficient One-pass Generation and retrieval framework (OneGen), designed to improve LLMs' performance on tasks that require both generation and retrieval. The proposed framework bridges the traditionally separate training approaches for generation and retrieval by incorporating retrieval tokens generated autoregressively. This enables a single LLM to handle both tasks simultaneously in a unified forward pass. We conduct experiments on two distinct types of composite tasks, RAG and Entity Linking, to validate the pluggability, effectiveness, and efficiency of OneGen in training and inference. Furthermore, our results show that integrating generation and retrieval within the same context preserves the generative capabilities of LLMs while improving retrieval performance. To the best of our knowledge, OneGen is the first to enable LLMs to conduct vector retrieval during the generation.

We present our submission to the AXOLOTL-24 shared task. The shared task comprises two subtasks: identifying new senses that words gain with time (when comparing newer and older time periods) and producing the definitions for the identified new senses. We implemented a conceptually simple and computationally inexpensive solution to both subtasks. We trained adapter-based binary classification models to match glosses with usage examples and leveraged the probability output of the models to identify novel senses. The same models were used to match examples of novel sense usages with Wiktionary definitions. Our submission attained third place on the first subtask and the first place on the second subtask.

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.

Current language models are unable to quickly learn new concepts on the fly, often requiring a more involved finetuning process to learn robustly. Prompting in-context is not robust to context distractions, and often fails to confer much information about the new concepts. Classic methods for few-shot word learning in NLP, relying on global word vectors, are less applicable to large language models. In this paper, we introduce a novel approach named CoLLEGe (Concept Learning with Language Embedding Generation) to modernize few-shot concept learning. CoLLEGe is a meta-learning framework capable of generating flexible embeddings for new concepts using a small number of example sentences or definitions. Our primary meta-learning objective is simply to facilitate a language model to make next word predictions in forthcoming sentences, making it compatible with language model pretraining. We design a series of tasks to test new concept learning in challenging real-world scenarios, including new word acquisition, definition inference, and verbal reasoning, and demonstrate that our method succeeds in each setting without task-specific training.

Data-free Knowledge Distillation (DFKD) has gained popularity recently, with the fundamental idea of carrying out knowledge transfer from a Teacher neural network to a Student neural network in the absence of training data. However, in the Adversarial DFKD framework, the student network's accuracy, suffers due to the non-stationary distribution of the pseudo-samples under multiple generator updates. To this end, at every generator update, we aim to maintain the student's performance on previously encountered examples while acquiring knowledge from samples of the current distribution. Thus, we propose a meta-learning inspired framework by treating the task of Knowledge-Acquisition (learning from newly generated samples) and Knowledge-Retention (retaining knowledge on previously met samples) as meta-train and meta-test, respectively. Hence, we dub our method as Learning to Retain while Acquiring. Moreover, we identify an implicit aligning factor between the Knowledge-Retention and Knowledge-Acquisition tasks indicating that the proposed student update strategy enforces a common gradient direction for both tasks, alleviating interference between the two objectives. Finally, we support our hypothesis by exhibiting extensive evaluation and comparison of our method with prior arts on multiple datasets.

We propose a novel convolutional architecture, named genCNN, for word sequence prediction. Different from previous work on neural network-based language modeling and generation (e.g., RNN or LSTM), we choose not to greedily summarize the history of words as a fixed length vector. Instead, we use a convolutional neural network to predict the next word with the history of words of variable length. Also different from the existing feedforward networks for language modeling, our model can effectively fuse the local correlation and global correlation in the word sequence, with a convolution-gating strategy specifically designed for the task. We argue that our model can give adequate representation of the history, and therefore can naturally exploit both the short and long range dependencies. Our model is fast, easy to train, and readily parallelized. Our extensive experiments on text generation and n-best re-ranking in machine translation show that genCNN outperforms the state-of-the-arts with big margins.

Table-to-text generation refers to generating a descriptive text from a key-value table. Traditional autoregressive methods, though can generate text with high fluency, suffer from low coverage and poor faithfulness problems. To mitigate these problems, we propose a novel Skeleton-based two-stage method that combines both Autoregressive and Non-Autoregressive generations (SANA). Our approach includes: (1) skeleton generation with an autoregressive pointer network to select key tokens from the source table; (2) edit-based non-autoregressive generation model to produce texts via iterative insertion and deletion operations. By integrating hard constraints from the skeleton, the non-autoregressive model improves the generation's coverage over the source table and thus enhances its faithfulness. We conduct automatic and human evaluations on both WikiPerson and WikiBio datasets. Experimental results demonstrate that our method outperforms the previous state-of-the-art methods in both automatic and human evaluation, especially on coverage and faithfulness. In particular, we achieve PARENT-T recall of 99.47 in WikiPerson, improving over the existing best results by more than 10 points.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

We study the task of long-form opinion text generation, which faces at least two distinct challenges. First, existing neural generation models fall short of coherence, thus requiring efficient content planning. Second, diverse types of information are needed to guide the generator to cover both subjective and objective content. To this end, we propose DYPLOC, a generation framework that conducts dynamic planning of content while generating the output based on a novel design of mixed language models. To enrich the generation with diverse content, we further propose to use large pre-trained models to predict relevant concepts and to generate claims. We experiment with two challenging tasks on newly collected datasets: (1) argument generation with Reddit ChangeMyView, and (2) writing articles using New York Times' Opinion section. Automatic evaluation shows that our model significantly outperforms competitive comparisons. Human judges further confirm that our generations are more coherent with richer content.

Recent studies highlight the potential of large language models in creating educational tools for children, yet significant challenges remain in maintaining key child-specific properties such as linguistic nuances, cognitive needs, and safety standards. In this paper, we explore foundational steps toward the development of child-specific language models, emphasizing the necessity of high-quality pre-training data. We introduce a novel user-centric data collection pipeline that involves gathering and validating a corpus specifically written for and sometimes by children. Additionally, we propose a new training objective, Stratified Masking, which dynamically adjusts masking probabilities based on our domain-specific child language data, enabling models to prioritize vocabulary and concepts more suitable for children. Experimental evaluations demonstrate that our model excels in understanding lower grade-level text, maintains safety by avoiding stereotypes, and captures children's unique preferences. Furthermore, we provide actionable insights for future research and development in child-specific language modeling.

As the applications of large language models (LLMs) expand across diverse fields, the ability of these models to adapt to ongoing changes in data, tasks, and user preferences becomes crucial. Traditional training methods, relying on static datasets, are increasingly inadequate for coping with the dynamic nature of real-world information. Lifelong learning, also known as continual or incremental learning, addresses this challenge by enabling LLMs to learn continuously and adaptively over their operational lifetime, integrating new knowledge while retaining previously learned information and preventing catastrophic forgetting. This survey delves into the sophisticated landscape of lifelong learning, categorizing strategies into two primary groups: Internal Knowledge and External Knowledge. Internal Knowledge includes continual pretraining and continual finetuning, each enhancing the adaptability of LLMs in various scenarios. External Knowledge encompasses retrieval-based and tool-based lifelong learning, leveraging external data sources and computational tools to extend the model's capabilities without modifying core parameters. The key contributions of our survey are: (1) Introducing a novel taxonomy categorizing the extensive literature of lifelong learning into 12 scenarios; (2) Identifying common techniques across all lifelong learning scenarios and classifying existing literature into various technique groups within each scenario; (3) Highlighting emerging techniques such as model expansion and data selection, which were less explored in the pre-LLM era. Through a detailed examination of these groups and their respective categories, this survey aims to enhance the adaptability, reliability, and overall performance of LLMs in real-world applications.

Most NLP tasks are modeled as supervised learning and thus require labeled training data to train effective models. However, manually producing such data at sufficient quality and quantity is known to be costly and time-intensive. Current research addresses this bottleneck by exploring a novel paradigm called zero-shot learning via dataset generation. Here, a powerful LLM is prompted with a task description to generate labeled data that can be used to train a downstream NLP model. For instance, an LLM might be prompted to "generate 500 movie reviews with positive overall sentiment, and another 500 with negative sentiment." The generated data could then be used to train a binary sentiment classifier, effectively leveraging an LLM as a teacher to a smaller student model. With this demo, we introduce Fabricator, an open-source Python toolkit for dataset generation. Fabricator implements common dataset generation workflows, supports a wide range of downstream NLP tasks (such as text classification, question answering, and entity recognition), and is integrated with well-known libraries to facilitate quick experimentation. With Fabricator, we aim to support researchers in conducting reproducible dataset generation experiments using LLMs and help practitioners apply this approach to train models for downstream tasks.

This paper details the process of developing the first native large generative language model for the Nordic languages, GPT-SW3. We cover all parts of the development process, from data collection and processing, training configuration and instruction finetuning, to evaluation and considerations for release strategies. We hope that this paper can serve as a guide and reference for other researchers that undertake the development of large generative models for smaller languages.

Despite the remarkable ability of large language models (LMs) to comprehend and generate language, they have a tendency to hallucinate and create factually inaccurate output. Augmenting LMs by retrieving information from external knowledge resources is one promising solution. Most existing retrieval augmented LMs employ a retrieve-and-generate setup that only retrieves information once based on the input. This is limiting, however, in more general scenarios involving generation of long texts, where continually gathering information throughout generation is essential. In this work, we provide a generalized view of active retrieval augmented generation, methods that actively decide when and what to retrieve across the course of the generation. We propose Forward-Looking Active REtrieval augmented generation (FLARE), a generic method which iteratively uses a prediction of the upcoming sentence to anticipate future content, which is then utilized as a query to retrieve relevant documents to regenerate the sentence if it contains low-confidence tokens. We test FLARE along with baselines comprehensively over 4 long-form knowledge-intensive generation tasks/datasets. FLARE achieves superior or competitive performance on all tasks, demonstrating the effectiveness of our method. Code and datasets are available at https://github.com/jzbjyb/FLARE.

The term "generative AI" refers to computational techniques that are capable of generating seemingly new, meaningful content such as text, images, or audio from training data. The widespread diffusion of this technology with examples such as Dall-E 2, GPT-4, and Copilot is currently revolutionizing the way we work and communicate with each other. In this article, we provide a conceptualization of generative AI as an entity in socio-technical systems and provide examples of models, systems, and applications. Based on that, we introduce limitations of current generative AI and provide an agenda for Business & Information Systems Engineering (BISE) research. Different from previous works, we focus on generative AI in the context of information systems, and, to this end, we discuss several opportunities and challenges that are unique to the BISE community and make suggestions for impactful directions for BISE research.

This paper presents a significant improvement on the previous conference paper known as DefSent. The prior study seeks to improve sentence embeddings of language models by projecting definition sentences into the vector space of dictionary entries. We discover that this approach is not fully explored due to the methodological limitation of using word embeddings of language models to represent dictionary entries. This leads to two hindrances. First, dictionary entries are constrained by the single-word vocabulary, and thus cannot be fully exploited. Second, semantic representations of language models are known to be anisotropic, but pre-processing word embeddings for DefSent is not allowed because its weight is frozen during training and tied to the prediction layer. In this paper, we propose a novel method to progressively build entry embeddings not subject to the limitations. As a result, definition sentences can be projected into a quasi-isotropic or isotropic vector space of unlimited dictionary entries, so that sentence embeddings of noticeably better quality are attainable. We abbreviate our approach as DefSent+ (a plus version of DefSent), involving the following strengths: 1) the task performance on measuring sentence similarities is significantly improved compared to DefSent; 2) when DefSent+ is used to further train data-augmented models like SIMCSE, SNCSE, and SynCSE, state-of-the-art performance on measuring sentence similarities can be achieved among the approaches without using manually labeled datasets; 3) DefSent+ is also competitive in feature-based transfer for NLP downstream tasks.

It remains an open question whether incorporating external knowledge benefits commonsense reasoning while maintaining the flexibility of pretrained sequence models. To investigate this question, we develop generated knowledge prompting, which consists of generating knowledge from a language model, then providing the knowledge as additional input when answering a question. Our method does not require task-specific supervision for knowledge integration, or access to a structured knowledge base, yet it improves performance of large-scale, state-of-the-art models on four commonsense reasoning tasks, achieving state-of-the-art results on numerical commonsense (NumerSense), general commonsense (CommonsenseQA 2.0), and scientific commonsense (QASC) benchmarks. Generated knowledge prompting highlights large-scale language models as flexible sources of external knowledge for improving commonsense reasoning. Our code is available at https://github.com/liujch1998/GKP

We continue the investigation into the power of smaller Transformer-based language models as initiated by TinyStories -- a 10 million parameter model that can produce coherent English -- and the follow-up work on phi-1, a 1.3 billion parameter model with Python coding performance close to the state-of-the-art. The latter work proposed to use existing Large Language Models (LLMs) to generate ``textbook quality" data as a way to enhance the learning process compared to traditional web data. We follow the ``Textbooks Are All You Need" approach, focusing this time on common sense reasoning in natural language, and create a new 1.3 billion parameter model named phi-1.5, with performance on natural language tasks comparable to models 5x larger, and surpassing most non-frontier LLMs on more complex reasoning tasks such as grade-school mathematics and basic coding. More generally, phi-1.5 exhibits many of the traits of much larger LLMs, both good -- such as the ability to ``think step by step" or perform some rudimentary in-context learning -- and bad, including hallucinations and the potential for toxic and biased generations -- encouragingly though, we are seeing improvement on that front thanks to the absence of web data. We open-source phi-1.5 to promote further research on these urgent topics.

The task of annotating data into concise summaries poses a significant challenge across various domains, frequently requiring the allocation of significant time and specialized knowledge by human experts. Despite existing efforts to use large language models for annotation tasks, significant problems such as limited applicability to unlabeled data, the absence of self-supervised methods, and the lack of focus on complex structured data still persist. In this work, we propose a GPT self-supervision annotation method, which embodies a generating-recovering paradigm that leverages the one-shot learning capabilities of the Generative Pretrained Transformer (GPT). The proposed approach comprises a one-shot tuning phase followed by a generation phase. In the one-shot tuning phase, we sample a data from the support set as part of the prompt for GPT to generate a textual summary, which is then used to recover the original data. The alignment score between the recovered and original data serves as a self-supervision navigator to refine the process. In the generation stage, the optimally selected one-shot sample serves as a template in the prompt and is applied to generating summaries from challenging datasets. The annotation performance is evaluated by tuning several human feedback reward networks and by calculating alignment scores between original and recovered data at both sentence and structure levels. Our self-supervised annotation method consistently achieves competitive scores, convincingly demonstrating its robust strength in various data-to-summary annotation tasks.

Modern large language models often encode sensitive, harmful, or copyrighted knowledge, raising the need for post-hoc unlearning-the ability to remove specific domains of knowledge from a model without full retraining. A major bottleneck in current unlearning pipelines is constructing effective forget sets-datasets that approximate the target domain and guide the model to forget it. In this work, we introduce a scalable, automated approach to generate high-quality forget sets using language models themselves. Our method synthesizes textbook-style data through a structured prompting pipeline, requiring only a domain name as input. Through experiments on unlearning biosecurity, cybersecurity, and Harry Potter novels, we show that our synthetic datasets consistently outperform the baseline synthetic alternatives and are comparable to the expert-curated ones. Additionally, ablation studies reveal that the multi-step generation pipeline significantly boosts data diversity, which in turn improves unlearning utility. Overall, our findings suggest that synthetic datasets offer a promising path toward practical, scalable unlearning for a wide range of emerging domains without the need for manual intervention. We release our code and dataset at https://github.com/xyzhu123/Synthetic_Textbook.

Keyphrase generation is the task consisting in generating a set of words or phrases that highlight the main topics of a document. There are few datasets for keyphrase generation in the biomedical domain and they do not meet the expectations in terms of size for training generative models. In this paper, we introduce kp-biomed, the first large-scale biomedical keyphrase generation dataset with more than 5M documents collected from PubMed abstracts. We train and release several generative models and conduct a series of experiments showing that using large scale datasets improves significantly the performances for present and absent keyphrase generation. The dataset is available under CC-BY-NC v4.0 license at https://huggingface.co/ datasets/taln-ls2n/kpbiomed.

Recent advances in one-step generative models typically follow a two-stage process: first training a teacher diffusion model and then distilling it into a one-step student model. This distillation process traditionally relies on both the teacher model's score function to compute the distillation loss and its weights for student initialization. In this paper, we explore whether one-step generative models can be trained directly without this distillation process. First, we show that the teacher's score function is not essential and propose a family of distillation methods that achieve competitive results without relying on score estimation. Next, we demonstrate that initialization from teacher weights is indispensable in successful training. Surprisingly, we find that this benefit is not due to improved ``input-output" mapping but rather the learned feature representations, which dominate distillation quality. Our findings provide a better understanding of the role of initialization in one-step model training and its impact on distillation quality.

Despite significant progress in diffusion-based image generation, subject-driven generation and instruction-based editing remain challenging. Existing methods typically treat them separately, struggling with limited high-quality data and poor generalization. However, both tasks require capturing complex visual variations while maintaining consistency between inputs and outputs. Therefore, we propose MIGE, a unified framework that standardizes task representations using multimodal instructions. It treats subject-driven generation as creation on a blank canvas and instruction-based editing as modification of an existing image, establishing a shared input-output formulation. MIGE introduces a novel multimodal encoder that maps free-form multimodal instructions into a unified vision-language space, integrating visual and semantic features through a feature fusion mechanism.This unification enables joint training of both tasks, providing two key advantages: (1) Cross-Task Enhancement: By leveraging shared visual and semantic representations, joint training improves instruction adherence and visual consistency in both subject-driven generation and instruction-based editing. (2) Generalization: Learning in a unified format facilitates cross-task knowledge transfer, enabling MIGE to generalize to novel compositional tasks, including instruction-based subject-driven editing. Experiments show that MIGE excels in both subject-driven generation and instruction-based editing while setting a state-of-the-art in the new task of instruction-based subject-driven editing. Code and model have been publicly available at https://github.com/Eureka-Maggie/MIGE.

What mechanisms underlie linguistic generalization in large language models (LLMs)? This question has attracted considerable attention, with most studies analyzing the extent to which the language skills of LLMs resemble rules. As of yet, it is not known whether linguistic generalization in LLMs could equally well be explained as the result of analogical processes, which can be formalized as similarity operations on stored exemplars. A key shortcoming of prior research is its focus on linguistic phenomena with a high degree of regularity, for which rule-based and analogical approaches make the same predictions. Here, we instead examine derivational morphology, specifically English adjective nominalization, which displays notable variability. We introduce a new method for investigating linguistic generalization in LLMs: focusing on GPT-J, we fit cognitive models that instantiate rule-based and analogical learning to the LLM training data and compare their predictions on a set of nonce adjectives with those of the LLM, allowing us to draw direct conclusions regarding underlying mechanisms. As expected, rule-based and analogical models explain the predictions of GPT-J equally well for adjectives with regular nominalization patterns. However, for adjectives with variable nominalization patterns, the analogical model provides a much better match. Furthermore, GPT-J's behavior is sensitive to the individual word frequencies, even for regular forms, a behavior that is consistent with an analogical account of regular forms but not a rule-based one. These findings refute the hypothesis that GPT-J's linguistic generalization on adjective nominalization involves rules, suggesting similarity operations on stored exemplars as the underlying mechanism. Overall, our study suggests that analogical processes play a bigger role in the linguistic generalization of LLMs than previously thought.

Grammatical error correction (GEC) is the task of correcting typos, spelling, punctuation and grammatical issues in text. Approaching the problem as a sequence-to-sequence task, we compare the use of a common subword unit vocabulary and byte-level encoding. Initial synthetic training data is created using an error-generating pipeline, and used for finetuning two subword-level models and one byte-level model. Models are then finetuned further on hand-corrected error corpora, including texts written by children, university students, dyslexic and second-language writers, and evaluated over different error types and origins. We show that a byte-level model enables higher correction quality than a subword approach, not only for simple spelling errors, but also for more complex semantic, stylistic and grammatical issues. In particular, initial training on synthetic corpora followed by finetuning on a relatively small parallel corpus of real-world errors helps the byte-level model correct a wide range of commonly occurring errors. Our experiments are run for the Icelandic language but should hold for other similar languages, particularly morphologically rich ones.

In various fields of knowledge creation, including science, new ideas often build on pre-existing information. In this work, we explore this concept within the context of language models. Specifically, we explore the potential of self-training models on their own outputs, akin to how humans learn and build on their previous thoughts and actions. While this approach is intuitively appealing, our research reveals its practical limitations. We find that extended self-training of the GPT-2 model leads to a significant degradation in performance, resulting in repetitive and collapsed token output.

Knowledge distillation (KD) is essential for training non-autoregressive translation (NAT) models by reducing the complexity of the raw data with an autoregressive teacher model. In this study, we empirically show that as a side effect of this training, the lexical choice errors on low-frequency words are propagated to the NAT model from the teacher model. To alleviate this problem, we propose to expose the raw data to NAT models to restore the useful information of low-frequency words, which are missed in the distilled data. To this end, we introduce an extra Kullback-Leibler divergence term derived by comparing the lexical choice of NAT model and that embedded in the raw data. Experimental results across language pairs and model architectures demonstrate the effectiveness and universality of the proposed approach. Extensive analyses confirm our claim that our approach improves performance by reducing the lexical choice errors on low-frequency words. Encouragingly, our approach pushes the SOTA NAT performance on the WMT14 English-German and WMT16 Romanian-English datasets up to 27.8 and 33.8 BLEU points, respectively. The source code will be released.

Creative generation is the synthesis of new, surprising, and valuable samples that reflect user intent yet cannot be envisioned in advance. This task aims to extend human imagination, enabling the discovery of visual concepts that exist in the unexplored spaces between familiar domains. While text-to-image diffusion models excel at rendering photorealistic scenes that faithfully match user prompts, they still struggle to generate genuinely novel content. Existing approaches to enhance generative creativity either rely on interpolation of image features, which restricts exploration to predefined categories, or require time-intensive procedures such as embedding optimization or model fine-tuning. We propose VLM-Guided Adaptive Negative-Prompting, a training-free, inference-time method that promotes creative image generation while preserving the validity of the generated object. Our approach utilizes a vision-language model (VLM) that analyzes intermediate outputs of the generation process and adaptively steers it away from conventional visual concepts, encouraging the emergence of novel and surprising outputs. We evaluate creativity through both novelty and validity, using statistical metrics in the CLIP embedding space. Through extensive experiments, we show consistent gains in creative novelty with negligible computational overhead. Moreover, unlike existing methods that primarily generate single objects, our approach extends to complex scenarios, such as generating coherent sets of creative objects and preserving creativity within elaborate compositional prompts. Our method integrates seamlessly into existing diffusion pipelines, offering a practical route to producing creative outputs that venture beyond the constraints of textual descriptions.

Language models (LMs) have revolutionized the way we interact with information, but they often generate nonfactual text, raising concerns about their reliability. Previous methods use external knowledge as references for text generation to enhance factuality but often struggle with the knowledge mix-up(e.g., entity mismatch) of irrelevant references. Besides,as the length of the output text grows, the randomness of sampling can escalate, detrimentally impacting the factual accuracy of the generated text. In this paper, we present DKGen, which divide the text generation process into an iterative process. In each iteration, DKGen takes the input query, the previously generated text and a subset of the reference passages as input to generate short text. During the process, the subset is dynamically selected from the full passage set based on their relevance to the previously generated text and the query, largely eliminating the irrelevant references from input. To further enhance DKGen's ability to correctly use these external knowledge, DKGen distills the relevance order of reference passages to the cross-attention distribution of decoder. We train and evaluate DKGen on a large-scale benchmark dataset. Experiment results show that DKGen outperforms all baseline models.

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.

Different users find different images generated for the same prompt desirable. This gives rise to personalized image generation which involves creating images aligned with an individual's visual preference. Current generative models are, however, unpersonalized, as they are tuned to produce outputs that appeal to a broad audience. Using them to generate images aligned with individual users relies on iterative manual prompt engineering by the user which is inefficient and undesirable. We propose to personalize the image generation process by first capturing the generic preferences of the user in a one-time process by inviting them to comment on a small selection of images, explaining why they like or dislike each. Based on these comments, we infer a user's structured liked and disliked visual attributes, i.e., their visual preference, using a large language model. These attributes are used to guide a text-to-image model toward producing images that are tuned towards the individual user's visual preference. Through a series of user studies and large language model guided evaluations, we demonstrate that the proposed method results in generations that are well aligned with individual users' visual preferences.

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.

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

Text augmentation is a technique for constructing synthetic data from an under-resourced corpus to improve predictive performance. Synthetic data generation is common in numerous domains. However, recently text augmentation has emerged in natural language processing (NLP) to improve downstream tasks. One of the current state-of-the-art text augmentation techniques is easy data augmentation (EDA), which augments the training data by injecting and replacing synonyms and randomly permuting sentences. One major obstacle with EDA is the need for versatile and complete synonym dictionaries, which cannot be easily found in low-resource languages. To improve the utility of EDA, we propose two extensions, easy distributional data augmentation (EDDA) and type specific similar word replacement (TSSR), which uses semantic word context information and part-of-speech tags for word replacement and augmentation. In an extensive empirical evaluation, we show the utility of the proposed methods, measured by F1 score, on two representative datasets in Swedish as an example of a low-resource language. With the proposed methods, we show that augmented data improve classification performances in low-resource settings.

Generative Artificial Intelligence (GenAI) is revolutionizing education and workforce development, profoundly shaping how students learn, engage, and prepare for their future. Outpacing the development of uniform policies and structures, GenAI has heralded a unique era and given rise to the GenAI Generation. We define the GenAI Generation as a cohort of students whose education has been increasingly shaped by the opportunities and challenges GenAI presents during its widespread adoption within society. This study examines students' perceptions of GenAI through a concise survey with optional open-ended questions, focusing on their awareness, preparedness, and concerns. Notably, readiness appears increasingly tied to exposure to GenAI through one's coursework. Students with greater curricular exposure to GenAI tend to feel more prepared, while those without it more often express vulnerability and uncertainty, highlighting a new and growing divide in readiness that goes beyond traditional disciplinary boundaries. Evaluation of more than 250 responses, with over 40% providing detailed qualitative feedback, reveals a core dual sentiment: while most students express enthusiasm for GenAI, an even greater proportion voice a spectrum of concerns about ethics, job displacement, and the adequacy of educational structures given the highly transformative technology. These findings offer critical insights into how students view the potential and pitfalls of GenAI for future career impacts. The challenge ahead involves implementing associated recommendations for educational institutions, moving beyond the baseline of access toward more informed guidance on the use of these tools, while preserving critical thinking, ethical reasoning, and adaptive learning.

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.

Neural network language models (LMs) have been shown to successfully capture complex linguistic knowledge. However, their utility for understanding language acquisition is still debated. We contribute to this debate by presenting a case study where we use LMs as simulated learners to derive novel experimental hypotheses to be tested with humans. We apply this paradigm to study cross-dative generalization (CDG): productive generalization of novel verbs across dative constructions (she pilked me the ball/she pilked the ball to me) -- acquisition of which is known to involve a large space of contextual features -- using LMs trained on child-directed speech. We specifically ask: "what properties of the training exposure facilitate a novel verb's generalization to the (unmodeled) alternate construction?" To answer this, we systematically vary the exposure context in which a novel dative verb occurs in terms of the properties of the theme and recipient, and then analyze the LMs' usage of the novel verb in the unmodeled dative construction. We find LMs to replicate known patterns of children's CDG, as a precondition to exploring novel hypotheses. Subsequent simulations reveal a nuanced role of the features of the novel verbs' exposure context on the LMs' CDG. We find CDG to be facilitated when the first postverbal argument of the exposure context is pronominal, definite, short, and conforms to the prototypical animacy expectations of the exposure dative. These patterns are characteristic of harmonic alignment in datives, where the argument with features ranking higher on the discourse prominence scale tends to precede the other. This gives rise to a novel hypothesis that CDG is facilitated insofar as the features of the exposure context -- in particular, its first postverbal argument -- are harmonically aligned. We conclude by proposing future experiments that can test this hypothesis in children.

Knowledge distillation plays a key role in compressing the Large Language Models (LLMs), which boosts a small-size student model under large teacher models' guidance. However, existing LLM distillation methods overly rely on student-generated outputs, which may introduce generation errors and misguide the distillation process. Moreover, the distillation loss functions introduced in previous art struggle to align the most informative part due to the complex distribution of LLMs' outputs. To address these problems, we propose a multi-granularity semantic revision method for LLM distillation. At the sequence level, we propose a sequence correction and re-generation (SCRG) strategy. SCRG first calculates the semantic cognitive difference between the teacher and student to detect the error token, then corrects it with the teacher-generated one, and re-generates the sequence to reduce generation errors and enhance generation diversity. At the token level, we design a distribution adaptive clipping Kullback-Leibler (DAC-KL) loss as the distillation objective function. DAC-KL loss exploits a learnable sub-network to adaptively extract semantically dense areas from the teacher's output, avoiding the interference of redundant information in the distillation process. Finally, at the span level, we leverage the span priors of a sequence to compute the probability correlations within spans, and constrain the teacher and student's probability correlations to be consistent, further enhancing the transfer of semantic information. Extensive experiments across different model families with parameters ranging from 0.1B to 13B demonstrate the superiority of our method compared to existing methods.

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.

Lexically constrained text generation is one of the constrained text generation tasks, which aims to generate text that covers all the given constraint lexicons. While the existing approaches tackle this problem using a lexically constrained beam search algorithm or dedicated model using non-autoregressive decoding, there is a trade-off between the generated text quality and the hard constraint satisfaction. We introduce AutoTemplate, a simple yet effective lexically constrained text generation framework divided into template generation and lexicalization tasks. The template generation is to generate the text with the placeholders, and lexicalization replaces them into the constraint lexicons to perform lexically constrained text generation. We conducted the experiments on two tasks: keywords-to-sentence generations and entity-guided summarization. Experimental results show that the AutoTemplate outperforms the competitive baselines on both tasks while satisfying the hard lexical constraints.

Interests in the automatic generation of cooking recipes have been growing steadily over the past few years thanks to a large amount of online cooking recipes. We present RecipeGPT, a novel online recipe generation and evaluation system. The system provides two modes of text generations: (1) instruction generation from given recipe title and ingredients; and (2) ingredient generation from recipe title and cooking instructions. Its back-end text generation module comprises a generative pre-trained language model GPT-2 fine-tuned on a large cooking recipe dataset. Moreover, the recipe evaluation module allows the users to conveniently inspect the quality of the generated recipe contents and store the results for future reference. RecipeGPT can be accessed online at https://recipegpt.org/.

Text-conditioned image generation models are a prevalent use of AI image synthesis, yet intuitively controlling output guided by an artist remains challenging. Current methods require multiple images and textual prompts for each object to specify them as concepts to generate a single customized image. On the other hand, our work, \verb|DiffMorph|, introduces a novel approach that synthesizes images that mix concepts without the use of textual prompts. Our work integrates a sketch-to-image module to incorporate user sketches as input. \verb|DiffMorph| takes an initial image with conditioning artist-drawn sketches to generate a morphed image. We employ a pre-trained text-to-image diffusion model and fine-tune it to reconstruct each image faithfully. We seamlessly merge images and concepts from sketches into a cohesive composition. The image generation capability of our work is demonstrated through our results and a comparison of these with prompt-based image generation.

Domain-general semantic parsing is a long-standing goal in natural language processing, where the semantic parser is capable of robustly parsing sentences from domains outside of which it was trained. Current approaches largely rely on additional supervision from new domains in order to generalize to those domains. We present a generative model of natural language utterances and logical forms and demonstrate its application to semantic parsing. Our approach relies on domain-independent supervision to generalize to new domains. We derive and implement efficient algorithms for training, parsing, and sentence generation. The work relies on a novel application of hierarchical Dirichlet processes (HDPs) for structured prediction, which we also present in this manuscript. This manuscript is an excerpt of chapter 4 from the Ph.D. thesis of Saparov (2022), where the model plays a central role in a larger natural language understanding system. This manuscript provides a new simplified and more complete presentation of the work first introduced in Saparov, Saraswat, and Mitchell (2017). The description and proofs of correctness of the training algorithm, parsing algorithm, and sentence generation algorithm are much simplified in this new presentation. We also describe the novel application of hierarchical Dirichlet processes for structured prediction. In addition, we extend the earlier work with a new model of word morphology, which utilizes the comprehensive morphological data from Wiktionary.

This paper contains what the Georgetown InfoSense group has done in regard to solving the challenges presented by TREC iKAT 2023. Our submitted runs outperform the median runs by a significant margin, exhibiting superior performance in nDCG across various cut numbers and in overall success rate. Our approach uses a Generate-Retrieve-Generate method, which we've found to greatly outpace Retrieve-Then-Generate approaches for the purposes of iKAT. Our solution involves the use of Large Language Models (LLMs) for initial answers, answer grounding by BM25, passage quality filtering by logistic regression, and answer generation by LLMs again. We leverage several purpose-built Language Models, including BERT, Chat-based, and text-to-transfer-based models, for text understanding, classification, generation, and summarization. The official results of the TREC evaluation contradict our initial self-evaluation, which may suggest that a decrease in the reliance on our retrieval and classification methods is better. Nonetheless, our findings suggest that the sequence of involving these different components matters, where we see an essentiality of using LLMs before using search engines.

Automatically generating coherent and semantically meaningful text has many applications in machine translation, dialogue systems, image captioning, etc. Recently, by combining with policy gradient, Generative Adversarial Nets (GAN) that use a discriminative model to guide the training of the generative model as a reinforcement learning policy has shown promising results in text generation. However, the scalar guiding signal is only available after the entire text has been generated and lacks intermediate information about text structure during the generative process. As such, it limits its success when the length of the generated text samples is long (more than 20 words). In this paper, we propose a new framework, called LeakGAN, to address the problem for long text generation. We allow the discriminative net to leak its own high-level extracted features to the generative net to further help the guidance. The generator incorporates such informative signals into all generation steps through an additional Manager module, which takes the extracted features of current generated words and outputs a latent vector to guide the Worker module for next-word generation. Our extensive experiments on synthetic data and various real-world tasks with Turing test demonstrate that LeakGAN is highly effective in long text generation and also improves the performance in short text generation scenarios. More importantly, without any supervision, LeakGAN would be able to implicitly learn sentence structures only through the interaction between Manager and Worker.

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

As large language models (LLMs) advance, their inability to autonomously execute tasks by directly interacting with external tools remains a critical limitation. Traditional methods rely on inputting tool descriptions as context, which is constrained by context length and requires separate, often inefficient, retrieval mechanisms. We introduce ToolGen, a paradigm shift that integrates tool knowledge directly into the LLM's parameters by representing each tool as a unique token. This enables the LLM to generate tool calls and arguments as part of its next token prediction capabilities, seamlessly blending tool invocation with language generation. Our framework allows the LLM to access and utilize a vast amount of tools with no additional retrieval step, significantly enhancing both performance and scalability. Experimental results with over 47,000 tools show that ToolGen not only achieves superior results in both tool retrieval and autonomous task completion but also sets the stage for a new era of AI agents that can adapt to tools across diverse domains. By fundamentally transforming tool retrieval into a generative process, ToolGen paves the way for more versatile, efficient, and autonomous AI systems. ToolGen enables end-to-end tool learning and opens opportunities for integration with other advanced techniques such as chain-of-thought and reinforcement learning, thereby expanding the practical capabilities of LLMs.

This paper describes the E2E data, a new dataset for training end-to-end, data-driven natural language generation systems in the restaurant domain, which is ten times bigger than existing, frequently used datasets in this area. The E2E dataset poses new challenges: (1) its human reference texts show more lexical richness and syntactic variation, including discourse phenomena; (2) generating from this set requires content selection. As such, learning from this dataset promises more natural, varied and less template-like system utterances. We also establish a baseline on this dataset, which illustrates some of the difficulties associated with this data.

Recent works learn 3D representation explicitly under text-3D guidance. However, limited text-3D data restricts the vocabulary scale and text control of generations. Generators may easily fall into a stereotype concept for certain text prompts, thus losing open-vocabulary generation ability. To tackle this issue, we introduce a conditional 3D generative model, namely TextField3D. Specifically, rather than using the text prompts as input directly, we suggest to inject dynamic noise into the latent space of given text prompts, i.e., Noisy Text Fields (NTFs). In this way, limited 3D data can be mapped to the appropriate range of textual latent space that is expanded by NTFs. To this end, an NTFGen module is proposed to model general text latent code in noisy fields. Meanwhile, an NTFBind module is proposed to align view-invariant image latent code to noisy fields, further supporting image-conditional 3D generation. To guide the conditional generation in both geometry and texture, multi-modal discrimination is constructed with a text-3D discriminator and a text-2.5D discriminator. Compared to previous methods, TextField3D includes three merits: 1) large vocabulary, 2) text consistency, and 3) low latency. Extensive experiments demonstrate that our method achieves a potential open-vocabulary 3D generation capability.