Daily Papers

The growing popularity of generative artificial intelligence (AI) chatbots such as ChatGPT is having transformative effects on social media. As the prevalence of AI-generated content grows, concerns have been raised regarding privacy and misinformation online. Among social media platforms, Discord enables AI integrations -- making their primarily "Generation Z" userbase particularly exposed to AI-generated content. We surveyed Generation Z aged individuals (n = 335) to evaluate their proficiency in discriminating between AI-generated and human-authored text on Discord. The investigation employed one-shot prompting of ChatGPT, disguised as a text message received on the Discord.com platform. We explore the influence of demographic factors on ability, as well as participants' familiarity with Discord and artificial intelligence technologies. We find that Generation Z individuals are unable to discern between AI and human-authored text (p = 0.011), and that those with lower self-reported familiarity with Discord demonstrated an improved ability in identifying human-authored compared to those with self-reported experience with AI (p << 0.0001). Our results suggest that there is a nuanced relationship between AI technology and popular modes of communication for Generation Z, contributing valuable insights into human-computer interactions, digital communication, and artificial intelligence literacy.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.

This paper assesses the potential for large language models (LLMs) to serve as assistive tools in the creative writing process, by means of a single, in-depth case study. In the course of the study, we develop interactive and multi-voice prompting strategies that interleave background descriptions (scene setting, plot elements), instructions that guide composition, samples of text in the target style, and critical discussion of the given samples. We qualitatively evaluate the results from a literary critical perspective, as well as from the standpoint of computational creativity (a sub-field of artificial intelligence). Our findings lend support to the view that the sophistication of the results that can be achieved with an LLM mirrors the sophistication of the prompting.

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

Given the growing importance of AI literacy, we decided to write this tutorial to help narrow the gap between the discourse among those who study language models -- the core technology underlying ChatGPT and similar products -- and those who are intrigued and want to learn more about them. In short, we believe the perspective of researchers and educators can add some clarity to the public's understanding of the technologies beyond what's currently available, which tends to be either extremely technical or promotional material generated about products by their purveyors. Our approach teases apart the concept of a language model from products built on them, from the behaviors attributed to or desired from those products, and from claims about similarity to human cognition. As a starting point, we (1) offer a scientific viewpoint that focuses on questions amenable to study through experimentation; (2) situate language models as they are today in the context of the research that led to their development; and (3) describe the boundaries of what is known about the models at this writing.

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

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Explainable Artificial Intelligence (XAI) addresses the growing need for transparency and interpretability in AI systems, enabling trust and accountability in decision-making processes. This book offers a comprehensive guide to XAI, bridging foundational concepts with advanced methodologies. It explores interpretability in traditional models such as Decision Trees, Linear Regression, and Support Vector Machines, alongside the challenges of explaining deep learning architectures like CNNs, RNNs, and Large Language Models (LLMs), including BERT, GPT, and T5. The book presents practical techniques such as SHAP, LIME, Grad-CAM, counterfactual explanations, and causal inference, supported by Python code examples for real-world applications. Case studies illustrate XAI's role in healthcare, finance, and policymaking, demonstrating its impact on fairness and decision support. The book also covers evaluation metrics for explanation quality, an overview of cutting-edge XAI tools and frameworks, and emerging research directions, such as interpretability in federated learning and ethical AI considerations. Designed for a broad audience, this resource equips readers with the theoretical insights and practical skills needed to master XAI. Hands-on examples and additional resources are available at the companion GitHub repository: https://github.com/Echoslayer/XAI_From_Classical_Models_to_LLMs.

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.

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

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

Mathematical understanding and reasoning are crucial tasks for assessing the capabilities of artificial intelligence (AI). However, existing benchmarks either require just a few steps of reasoning, or only contain a small amount of data in one specific topic, making it hard to analyse AI's behaviour with reference to different problems within a specific topic in detail. In this work, we propose Conic10K, a challenging math problem dataset on conic sections in Chinese senior high school education. Our dataset contains various problems with different reasoning depths, while only the knowledge from conic sections is required. Since the dataset only involves a narrow range of knowledge, it is easy to separately analyse the knowledge a model possesses and the reasoning ability it has. For each problem, we provide a high-quality formal representation, the reasoning steps, and the final solution. Experiments show that existing large language models, including GPT-4, exhibit weak performance on complex reasoning. We hope that our findings could inspire more advanced techniques for precise natural language understanding and reasoning. Our dataset and codes are available at https://github.com/whyNLP/Conic10K.

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

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

The use of artificial intelligence (AI) offers various possibilities to expand and support educational research. Specifically, the implementation of AI can be used to develop new frameworks to establish new research tools that accelerate and meaningfully expand the efficiency of data evaluation and interpretation (Buckingham Shum et al., 2023). This article presents the prototype of the FACTS-V1 (Filtering and Analysis of Content in Textual Sources) framework. With the help of the application, numerous scientific papers can be automatically extracted, analyzed and interpreted from open access document servers without having to rely on proprietary applications and their limitations. The FACTS-V1 prototype consists of three building blocks. The first part deals with the extraction of texts, the second with filtering and interpretation, and the last with the actual statistical evaluation (topic modeling) using an interactive overview. The aim of the framework is to provide recommendations for future scientific questions based on existing data. The functionality is illustrated by asking how the use of AI will change the education sector. The data used to answer the question comes from 82 scientific papers on the topic of AI from 2024. The papers are publicly available on the peDOCS document server of the Leibniz Institute for Educational Research and Educational Information.

This comprehensive survey explored the evolving landscape of generative Artificial Intelligence (AI), with a specific focus on the transformative impacts of Mixture of Experts (MoE), multimodal learning, and the speculated advancements towards Artificial General Intelligence (AGI). It critically examined the current state and future trajectory of generative Artificial Intelligence (AI), exploring how innovations like Google's Gemini and the anticipated OpenAI Q* project are reshaping research priorities and applications across various domains, including an impact analysis on the generative AI research taxonomy. It assessed the computational challenges, scalability, and real-world implications of these technologies while highlighting their potential in driving significant progress in fields like healthcare, finance, and education. It also addressed the emerging academic challenges posed by the proliferation of both AI-themed and AI-generated preprints, examining their impact on the peer-review process and scholarly communication. The study highlighted the importance of incorporating ethical and human-centric methods in AI development, ensuring alignment with societal norms and welfare, and outlined a strategy for future AI research that focuses on a balanced and conscientious use of MoE, multimodality, and AGI in generative AI.

Artificial intelligence (AI) researchers have been developing and refining large language models (LLMs) that exhibit remarkable capabilities across a variety of domains and tasks, challenging our understanding of learning and cognition. The latest model developed by OpenAI, GPT-4, was trained using an unprecedented scale of compute and data. In this paper, we report on our investigation of an early version of GPT-4, when it was still in active development by OpenAI. We contend that (this early version of) GPT-4 is part of a new cohort of LLMs (along with ChatGPT and Google's PaLM for example) that exhibit more general intelligence than previous AI models. We discuss the rising capabilities and implications of these models. We demonstrate that, beyond its mastery of language, GPT-4 can solve novel and difficult tasks that span mathematics, coding, vision, medicine, law, psychology and more, without needing any special prompting. Moreover, in all of these tasks, GPT-4's performance is strikingly close to human-level performance, and often vastly surpasses prior models such as ChatGPT. Given the breadth and depth of GPT-4's capabilities, we believe that it could reasonably be viewed as an early (yet still incomplete) version of an artificial general intelligence (AGI) system. In our exploration of GPT-4, we put special emphasis on discovering its limitations, and we discuss the challenges ahead for advancing towards deeper and more comprehensive versions of AGI, including the possible need for pursuing a new paradigm that moves beyond next-word prediction. We conclude with reflections on societal influences of the recent technological leap and future research directions.

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

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.

This paper carefully summarizes extensive and profound questions from all walks of life, focusing on the current high-profile AI field, covering multiple dimensions such as industry trends, academic research, technological innovation and business applications. This paper meticulously curates questions that are both thought-provoking and practically relevant, providing nuanced and insightful answers to each. To facilitate readers' understanding and reference, this paper specifically classifies and organizes these questions systematically and meticulously from the five core dimensions of computing power infrastructure, software architecture, data resources, application scenarios, and brain science. This work aims to provide readers with a comprehensive, in-depth and cutting-edge AI knowledge framework to help people from all walks of life grasp the pulse of AI development, stimulate innovative thinking, and promote industrial progress.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

The rapid advancement of artificial intelligence, particularly with the development of Large Language Models (LLMs) built on the transformer architecture, has redefined the capabilities of natural language processing. These models now exhibit remarkable performance across various language-related tasks, such as text generation, question answering, translation, and summarization, often rivaling human-like comprehension. More intriguingly, LLMs have demonstrated emergent abilities extending beyond their core functions, showing proficiency in tasks like commonsense reasoning, code generation, and arithmetic. This survey paper explores the foundational components, scaling mechanisms, and architectural strategies that drive these capabilities. Emphasizing models like GPT and LLaMA, we analyze the impact of exponential data and computational growth on LLM performance, while also addressing the trade-offs associated with scaling. We also examine LLM applications across sectors, such as healthcare, finance, education, and law, highlighting their adaptability and potential to solve domain-specific challenges. Central to this work are the questions of how LLMs generalize across diverse tasks, exhibit planning, and reasoning abilities, and whether these emergent abilities can be systematically elicited or enhanced. In particular, we provide some insights into the CoT (Chain of Thought) and PoT (Plan of Thought) abilities within LLMs, focusing on how pre-training data influences their emergence. Additionally, we investigate LLM-modulo frameworks that integrate external systems, allowing LLMs to handle complex, dynamic tasks. By analyzing these factors, this paper aims to foster the ongoing discussion on the capabilities and limits of LLMs, promoting their responsible development and application in novel and increasingly complex environments.

Machine reading is a fundamental task for testing the capability of natural language understanding, which is closely related to human cognition in many aspects. With the rising of deep learning techniques, algorithmic models rival human performances on simple QA, and thus increasingly challenging machine reading datasets have been proposed. Though various challenges such as evidence integration and commonsense knowledge have been integrated, one of the fundamental capabilities in human reading, namely logical reasoning, is not fully investigated. We build a comprehensive dataset, named LogiQA, which is sourced from expert-written questions for testing human Logical reasoning. It consists of 8,678 QA instances, covering multiple types of deductive reasoning. Results show that state-of-the-art neural models perform by far worse than human ceiling. Our dataset can also serve as a benchmark for reinvestigating logical AI under the deep learning NLP setting. The dataset is freely available at https://github.com/lgw863/LogiQA-dataset

Training new engineers in digital design is a challenge, particularly when it comes to teaching the complex electronic design automation (EDA) tooling used in this domain. Learners will typically deploy designs in the Verilog and VHDL hardware description languages to Field Programmable Gate Arrays (FPGAs) from Altera (Intel) and Xilinx (AMD) via proprietary closed-source toolchains (Quartus Prime and Vivado, respectively). These tools are complex and difficult to use -- yet, as they are the tools used in industry, they are an essential first step in this space. In this work, we examine how recent advances in artificial intelligence may be leveraged to address aspects of this challenge. Specifically, we investigate if Large Language Models (LLMs), which have demonstrated text comprehension and question-answering capabilities, can be used to generate novice-friendly explanations of compile-time synthesis error messages from Quartus Prime and Vivado. To perform this study we generate 936 error message explanations using three OpenAI LLMs over 21 different buggy code samples. These are then graded for relevance and correctness, and we find that in approximately 71% of cases the LLMs give correct & complete explanations suitable for novice learners.

Reading comprehension (RC)---in contrast to information retrieval---requires integrating information and reasoning about events, entities, and their relations across a full document. Question answering is conventionally used to assess RC ability, in both artificial agents and children learning to read. However, existing RC datasets and tasks are dominated by questions that can be solved by selecting answers using superficial information (e.g., local context similarity or global term frequency); they thus fail to test for the essential integrative aspect of RC. To encourage progress on deeper comprehension of language, we present a new dataset and set of tasks in which the reader must answer questions about stories by reading entire books or movie scripts. These tasks are designed so that successfully answering their questions requires understanding the underlying narrative rather than relying on shallow pattern matching or salience. We show that although humans solve the tasks easily, standard RC models struggle on the tasks presented here. We provide an analysis of the dataset and the challenges it presents.

The mathematical capabilities of AI systems are complex and multifaceted. Most existing research has predominantly focused on the correctness of AI-generated solutions to mathematical problems. In this work, we argue that beyond producing correct answers, AI systems should also be capable of, or assist humans in, developing novel solutions to mathematical challenges. This study explores the creative potential of Large Language Models (LLMs) in mathematical reasoning, an aspect that has received limited attention in prior research. We introduce a novel framework and benchmark, CreativeMath, which encompasses problems ranging from middle school curricula to Olympic-level competitions, designed to assess LLMs' ability to propose innovative solutions after some known solutions have been provided. Our experiments demonstrate that, while LLMs perform well on standard mathematical tasks, their capacity for creative problem-solving varies considerably. Notably, the Gemini-1.5-Pro model outperformed other LLMs in generating novel solutions. This research opens a new frontier in evaluating AI creativity, shedding light on both the strengths and limitations of LLMs in fostering mathematical innovation, and setting the stage for future developments in AI-assisted mathematical discovery.

One long-term goal of machine learning research is to produce methods that are applicable to reasoning and natural language, in particular building an intelligent dialogue agent. To measure progress towards that goal, we argue for the usefulness of a set of proxy tasks that evaluate reading comprehension via question answering. Our tasks measure understanding in several ways: whether a system is able to answer questions via chaining facts, simple induction, deduction and many more. The tasks are designed to be prerequisites for any system that aims to be capable of conversing with a human. We believe many existing learning systems can currently not solve them, and hence our aim is to classify these tasks into skill sets, so that researchers can identify (and then rectify) the failings of their systems. We also extend and improve the recently introduced Memory Networks model, and show it is able to solve some, but not all, of the tasks.

Recent advancements of large language models (LLMs) have led to claims of AI surpassing humans in natural language processing (NLP) tasks such as textual understanding and reasoning. This work investigates these assertions by introducing CAIMIRA, a novel framework rooted in item response theory (IRT) that enables quantitative assessment and comparison of problem-solving abilities of question-answering (QA) agents: humans and AI systems. Through analysis of over 300,000 responses from ~70 AI systems and 155 humans across thousands of quiz questions, CAIMIRA uncovers distinct proficiency patterns in knowledge domains and reasoning skills. Humans outperform AI systems in knowledge-grounded abductive and conceptual reasoning, while state-of-the-art LLMs like GPT-4 and LLaMA show superior performance on targeted information retrieval and fact-based reasoning, particularly when information gaps are well-defined and addressable through pattern matching or data retrieval. These findings highlight the need for future QA tasks to focus on questions that challenge not only higher-order reasoning and scientific thinking, but also demand nuanced linguistic interpretation and cross-contextual knowledge application, helping advance AI developments that better emulate or complement human cognitive abilities in real-world problem-solving.

Artificial Intelligence (AI) has made incredible progress recently. On the one hand, advanced foundation models like ChatGPT can offer powerful conversation, in-context learning and code generation abilities on a broad range of open-domain tasks. They can also generate high-level solution outlines for domain-specific tasks based on the common sense knowledge they have acquired. However, they still face difficulties with some specialized tasks because they lack enough domain-specific data during pre-training or they often have errors in their neural network computations on those tasks that need accurate executions. On the other hand, there are also many existing models and systems (symbolic-based or neural-based) that can do some domain-specific tasks very well. However, due to the different implementation or working mechanisms, they are not easily accessible or compatible with foundation models. Therefore, there is a clear and pressing need for a mechanism that can leverage foundation models to propose task solution outlines and then automatically match some of the sub-tasks in the outlines to the off-the-shelf models and systems with special functionalities to complete them. Inspired by this, we introduce TaskMatrix.AI as a new AI ecosystem that connects foundation models with millions of APIs for task completion. Unlike most previous work that aimed to improve a single AI model, TaskMatrix.AI focuses more on using existing foundation models (as a brain-like central system) and APIs of other AI models and systems (as sub-task solvers) to achieve diversified tasks in both digital and physical domains. As a position paper, we will present our vision of how to build such an ecosystem, explain each key component, and use study cases to illustrate both the feasibility of this vision and the main challenges we need to address next.

Recent neural language models have taken a significant step forward in producing remarkably controllable, fluent, and grammatical text. Although studies have found that AI-generated text is not distinguishable from human-written text for crowd-sourcing workers, there still exist errors in AI-generated text which are even subtler and harder to spot. We primarily focus on the scenario in which scientific AI writing assistant is deeply involved. First, we construct a feature description framework to distinguish between AI-generated text and human-written text from syntax, semantics, and pragmatics based on the human evaluation. Then we utilize the features, i.e., writing style, coherence, consistency, and argument logistics, from the proposed framework to analyze two types of content. Finally, we adopt several publicly available methods to investigate the gap of between AI-generated scientific text and human-written scientific text by AI-generated scientific text detection models. The results suggest that while AI has the potential to generate scientific content that is as accurate as human-written content, there is still a gap in terms of depth and overall quality. The AI-generated scientific content is more likely to contain errors in factual issues. We find that there exists a "writing style" gap between AI-generated scientific text and human-written scientific text. Based on the analysis result, we summarize a series of model-agnostic and distribution-agnostic features for detection tasks in other domains. Findings in this paper contribute to guiding the optimization of AI models to produce high-quality content and addressing related ethical and security concerns.

Artificial Intelligence (AI), with ChatGPT as a prominent example, has recently taken center stage in various domains including higher education, particularly in Computer Science and Engineering (CSE). The AI revolution brings both convenience and controversy, offering substantial benefits while lacking formal guidance on their application. The primary objective of this work is to comprehensively analyze the pedagogical potential of ChatGPT in CSE education, understanding its strengths and limitations from the perspectives of educators and learners. We employ a systematic approach, creating a diverse range of educational practice problems within CSE field, focusing on various subjects such as data science, programming, AI, machine learning, networks, and more. According to our examinations, certain question types, like conceptual knowledge queries, typically do not pose significant challenges to ChatGPT, and thus, are excluded from our analysis. Alternatively, we focus our efforts on developing more in-depth and personalized questions and project-based tasks. These questions are presented to ChatGPT, followed by interactions to assess its effectiveness in delivering complete and meaningful responses. To this end, we propose a comprehensive five-factor reliability analysis framework to evaluate the responses. This assessment aims to identify when ChatGPT excels and when it faces challenges. Our study concludes with a correlation analysis, delving into the relationships among subjects, task types, and limiting factors. This analysis offers valuable insights to enhance ChatGPT's utility in CSE education, providing guidance to educators and students regarding its reliability and efficacy.

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

Recent developments in Generative Artificial Intelligence (GenAI) have created significant uncertainty in education, particularly in terms of assessment practices. Against this backdrop, we present an updated version of the AI Assessment Scale (AIAS), a framework with two fundamental purposes: to facilitate open dialogue between educators and students about appropriate GenAI use and to support educators in redesigning assessments in an era of expanding AI capabilities. Grounded in social constructivist principles and designed with assessment validity in mind, the AIAS provides a structured yet flexible approach that can be adapted across different educational contexts. Building on implementation feedback from global adoption across both the K-12 and higher education contexts, this revision represents a significant change from the original AIAS. Among these changes is a new visual guide that moves beyond the original traffic light system and utilises a neutral colour palette that avoids implied hierarchies between the levels. The scale maintains five distinct levels of GenAI integration in assessment, from "No AI" to "AI Exploration", but has been refined to better reflect rapidly advancing technological capabilities and emerging pedagogical needs. This paper presents the theoretical foundations of the revised framework, provides detailed implementation guidance through practical vignettes, and discusses its limitations and future directions. As GenAI capabilities continue to expand, particularly in multimodal content generation, the AIAS offers a starting point for reimagining assessment design in an era of disruptive technologies.

As machine intelligence evolves, the need to test and compare the problem-solving abilities of different AI models grows. However, current benchmarks are often overly simplistic, allowing models to perform uniformly well, making it difficult to distinguish their capabilities. Additionally, benchmarks typically rely on static question-answer pairs, which models might memorize or guess. To address these limitations, we introduce the Dynamic Intelligence Assessment (DIA), a novel methodology for testing AI models using dynamic question templates and improved metrics across multiple disciplines such as mathematics, cryptography, cybersecurity, and computer science. The accompanying DIA-Bench dataset, which includes 150 diverse and challenging task templates with mutable parameters, is presented in various formats such as text, PDFs, compiled binaries, and visual puzzles. Our framework introduces four new metrics to assess a model's reliability and confidence across multiple attempts. These metrics revealed that even simple questions are frequently answered incorrectly when posed in varying forms, highlighting significant gaps in models' reliability. Notably, models like GPT-4o tended to overestimate their mathematical abilities, while ChatGPT-4o demonstrated better decision-making and performance through effective tool usage. We evaluated eight state-of-the-art large language models (LLMs) using DIA-Bench, showing that current models struggle with complex tasks and often display unexpectedly low confidence, even with simpler questions. The DIA framework sets a new standard for assessing not only problem-solving but also a model's adaptive intelligence and ability to assess its own limitations. The dataset is publicly available on our project's website.

The field of Artificial Intelligence (AI) continues to drive transformative innovations, with significant progress in conversational interfaces, autonomous vehicles, and intelligent content creation. Since the launch of ChatGPT in late 2022, the rise of Generative AI has marked a pivotal era, with the term Large Language Models (LLMs) becoming a ubiquitous part of daily life. LLMs have demonstrated exceptional capabilities in tasks such as text summarization, code generation, and creative writing. However, these models are inherently limited by their token-level processing, which restricts their ability to perform abstract reasoning, conceptual understanding, and efficient generation of long-form content. To address these limitations, Meta has introduced Large Concept Models (LCMs), representing a significant shift from traditional token-based frameworks. LCMs use concepts as foundational units of understanding, enabling more sophisticated semantic reasoning and context-aware decision-making. Given the limited academic research on this emerging technology, our study aims to bridge the knowledge gap by collecting, analyzing, and synthesizing existing grey literature to provide a comprehensive understanding of LCMs. Specifically, we (i) identify and describe the features that distinguish LCMs from LLMs, (ii) explore potential applications of LCMs across multiple domains, and (iii) propose future research directions and practical strategies to advance LCM development and adoption.

Recent advances in generative artificial intelligence (AI) have shown promise in accurately grading open-ended student responses. However, few prior works have explored grading handwritten responses due to a lack of data and the challenge of combining visual and textual information. In this work, we leverage state-of-the-art multi-modal AI models, in particular GPT-4o, to automatically grade handwritten responses to college-level math exams. Using real student responses to questions in a probability theory exam, we evaluate GPT-4o's alignment with ground-truth scores from human graders using various prompting techniques. We find that while providing rubrics improves alignment, the model's overall accuracy is still too low for real-world settings, showing there is significant room for growth in this task.

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.

Recent advancements have positioned AI, and particularly Large Language Models (LLMs), as transformative tools for scientific research, capable of addressing complex tasks that require reasoning, problem-solving, and decision-making. Their exceptional capabilities suggest their potential as scientific research assistants but also highlight the need for holistic, rigorous, and domain-specific evaluation to assess effectiveness in real-world scientific applications. This paper describes a multifaceted methodology for Evaluating AI models as scientific Research Assistants (EAIRA) developed at Argonne National Laboratory. This methodology incorporates four primary classes of evaluations. 1) Multiple Choice Questions to assess factual recall; 2) Open Response to evaluate advanced reasoning and problem-solving skills; 3) Lab-Style Experiments involving detailed analysis of capabilities as research assistants in controlled environments; and 4) Field-Style Experiments to capture researcher-LLM interactions at scale in a wide range of scientific domains and applications. These complementary methods enable a comprehensive analysis of LLM strengths and weaknesses with respect to their scientific knowledge, reasoning abilities, and adaptability. Recognizing the rapid pace of LLM advancements, we designed the methodology to evolve and adapt so as to ensure its continued relevance and applicability. This paper describes the methodology state at the end of February 2025. Although developed within a subset of scientific domains, the methodology is designed to be generalizable to a wide range of scientific domains.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

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

We present a new dataset for machine comprehension in the medical domain. Our dataset uses clinical case reports with around 100,000 gap-filling queries about these cases. We apply several baselines and state-of-the-art neural readers to the dataset, and observe a considerable gap in performance (20% F1) between the best human and machine readers. We analyze the skills required for successful answering and show how reader performance varies depending on the applicable skills. We find that inferences using domain knowledge and object tracking are the most frequently required skills, and that recognizing omitted information and spatio-temporal reasoning are the most difficult for the machines.

The emergence of Generative Artificial Intelligence (AI) and Large Language Models (LLMs) has marked a new era of Natural Language Processing (NLP), introducing unprecedented capabilities that are revolutionizing various domains. This paper explores the current state of these cutting-edge technologies, demonstrating their remarkable advancements and wide-ranging applications. Our paper contributes to providing a holistic perspective on the technical foundations, practical applications, and emerging challenges within the evolving landscape of Generative AI and LLMs. We believe that understanding the generative capabilities of AI systems and the specific context of LLMs is crucial for researchers, practitioners, and policymakers to collaboratively shape the responsible and ethical integration of these technologies into various domains. Furthermore, we identify and address main research gaps, providing valuable insights to guide future research endeavors within the AI research community.

In this study, we present an innovative fusion of language models and query analysis techniques to unlock cognition in artificial intelligence. Our system seamlessly integrates a Chess engine with a language model, enabling it to predict moves and provide strategic explanations. Leveraging a vector database to achieve retrievable answer generation, our OpenSI AI system elucidates its decision-making process, bridging the gap between raw computation and human-like understanding. Our choice of Chess as the demonstration environment underscores the versatility of our approach. Beyond Chess, our system holds promise for diverse applications, from medical diagnostics to financial forecasting.

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.

Interactive storytelling is vital for preschooler development. While children's interactive partners have traditionally been their parents and teachers, recent advances in artificial intelligence (AI) have sparked a surge of AI-based storytelling and reading technologies. As these technologies become increasingly ubiquitous in preschoolers' lives, questions arise regarding how they function in practical storytelling and reading scenarios and, how parents, the most critical stakeholders, experience and perceive these technologies. This paper investigates these questions through a qualitative study with 17 parents of children aged 3-6. Our findings suggest that even though AI-based storytelling and reading technologies provide more immersive and engaging interaction, they still cannot meet parents' expectations due to a series of interactive and algorithmic challenges. We elaborate on these challenges and discuss the possible implications of future AI-based interactive storytelling technologies for preschoolers.

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

Analytical reasoning is an essential and challenging task that requires a system to analyze a scenario involving a set of particular circumstances and perform reasoning over it to make conclusions. In this paper, we study the challenge of analytical reasoning of text and introduce a new dataset consisting of questions from the Law School Admission Test from 1991 to 2016. We analyze what knowledge understanding and reasoning abilities are required to do well on this task. Furthermore, to address this reasoning challenge, we design two different baselines: (1) a Transformer-based method which leverages the state-of-the-art pre-trained language models and (2) Analytical Reasoning Machine (ARM), a logical-level reasoning framework extracting symbolic knowledge (e.g, participants, facts, logical functions) to deduce legitimate solutions. In our experiments, we find that the Transformer-based models struggle to solve this task as their performance is close to random guess and ARM achieves better performance by leveraging symbolic knowledge and interpretable reasoning steps. Results show that both methods still lag far behind human performance, which leave further space for future research.

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

Artificial intelligence (AI) enables machines to learn from human experience, adjust to new inputs, and perform human-like tasks. AI is progressing rapidly and is transforming the way businesses operate, from process automation to cognitive augmentation of tasks and intelligent process/data analytics. However, the main challenge for human users would be to understand and appropriately trust the result of AI algorithms and methods. In this paper, to address this challenge, we study and analyze the recent work done in Explainable Artificial Intelligence (XAI) methods and tools. We introduce a novel XAI process, which facilitates producing explainable models while maintaining a high level of learning performance. We present an interactive evidence-based approach to assist human users in comprehending and trusting the results and output created by AI-enabled algorithms. We adopt a typical scenario in the Banking domain for analyzing customer transactions. We develop a digital dashboard to facilitate interacting with the algorithm results and discuss how the proposed XAI method can significantly improve the confidence of data scientists in understanding the result of AI-enabled algorithms.

Recent research shows that Large Language Models (LLMs) exhibit a compelling level of proficiency in Theory of Mind (ToM) tasks. This ability to impute unobservable mental states to others is vital to human social cognition and may prove equally important in principal-agent relations between individual humans and Artificial Intelligences (AIs). In this paper, we explore how a mechanism studied in developmental psychology known as Violation of Expectation (VoE) can be implemented to reduce errors in LLM prediction about users by leveraging emergent ToM affordances. And we introduce a metacognitive prompting framework to apply VoE in the context of an AI tutor. By storing and retrieving facts derived in cases where LLM expectation about the user was violated, we find that LLMs are able to learn about users in ways that echo theories of human learning. Finally, we discuss latent hazards and augmentative opportunities associated with modeling user psychology and propose ways to mitigate risk along with possible directions for future inquiry.

Generative Artificial Intelligence (AI) has enabled the development of sophisticated models that are capable of producing high-caliber text, images, and other outputs through the utilization of large pre-trained models. Nevertheless, assessing the quality of the generation is an even more arduous task than the generation itself, and this issue has not been given adequate consideration recently. This paper proposes a novel evaluation framework, GPTScore, which utilizes the emergent abilities (e.g., zero-shot instruction) of generative pre-trained models to score generated texts. There are 19 pre-trained models explored in this paper, ranging in size from 80M (e.g., FLAN-T5-small) to 175B (e.g., GPT3). Experimental results on four text generation tasks, 22 evaluation aspects, and corresponding 37 datasets demonstrate that this approach can effectively allow us to achieve what one desires to evaluate for texts simply by natural language instructions. This nature helps us overcome several long-standing challenges in text evaluation--how to achieve customized, multi-faceted evaluation without the need for annotated samples. We make our code publicly available at https://github.com/jinlanfu/GPTScore.

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

Machine reading comprehension (MRC) is an AI challenge that requires machine to determine the correct answers to questions based on a given passage. MRC systems must not only answer question when necessary but also distinguish when no answer is available according to the given passage and then tactfully abstain from answering. When unanswerable questions are involved in the MRC task, an essential verification module called verifier is especially required in addition to the encoder, though the latest practice on MRC modeling still most benefits from adopting well pre-trained language models as the encoder block by only focusing on the "reading". This paper devotes itself to exploring better verifier design for the MRC task with unanswerable questions. Inspired by how humans solve reading comprehension questions, we proposed a retrospective reader (Retro-Reader) that integrates two stages of reading and verification strategies: 1) sketchy reading that briefly investigates the overall interactions of passage and question, and yield an initial judgment; 2) intensive reading that verifies the answer and gives the final prediction. The proposed reader is evaluated on two benchmark MRC challenge datasets SQuAD2.0 and NewsQA, achieving new state-of-the-art results. Significance tests show that our model is significantly better than the strong ELECTRA and ALBERT baselines. A series of analysis is also conducted to interpret the effectiveness of the proposed reader.

In the burgeoning field of artificial intelligence (AI), the unprecedented progress of large language models (LLMs) in natural language processing (NLP) offers an opportunity to revisit the entire approach of traditional metrics of machine intelligence, both in form and content. As the realm of machine cognitive evaluation has already reached Imitation, the next step is an efficient Language Acquisition and Understanding. Our paper proposes a paradigm shift from the established Turing Test towards an all-embracing framework that hinges on language acquisition, taking inspiration from the recent advancements in LLMs. The present contribution is deeply tributary of the excellent work from various disciplines, point out the need to keep interdisciplinary bridges open, and delineates a more robust and sustainable approach.

We introduce Meta MLGym and MLGym-Bench, a new framework and benchmark for evaluating and developing LLM agents on AI research tasks. This is the first Gym environment for machine learning (ML) tasks, enabling research on reinforcement learning (RL) algorithms for training such agents. MLGym-bench consists of 13 diverse and open-ended AI research tasks from diverse domains such as computer vision, natural language processing, reinforcement learning, and game theory. Solving these tasks requires real-world AI research skills such as generating new ideas and hypotheses, creating and processing data, implementing ML methods, training models, running experiments, analyzing the results, and iterating through this process to improve on a given task. We evaluate a number of frontier large language models (LLMs) on our benchmarks such as Claude-3.5-Sonnet, Llama-3.1 405B, GPT-4o, o1-preview, and Gemini-1.5 Pro. Our MLGym framework makes it easy to add new tasks, integrate and evaluate models or agents, generate synthetic data at scale, as well as develop new learning algorithms for training agents on AI research tasks. We find that current frontier models can improve on the given baselines, usually by finding better hyperparameters, but do not generate novel hypotheses, algorithms, architectures, or substantial improvements. We open-source our framework and benchmark to facilitate future research in advancing the AI research capabilities of LLM agents.

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

This paper explores the advancements in making large language models (LLMs) more human-like. We focus on techniques that enhance natural language understanding, conversational coherence, and emotional intelligence in AI systems. The study evaluates various approaches, including fine-tuning with diverse datasets, incorporating psychological principles, and designing models that better mimic human reasoning patterns. Our findings demonstrate that these enhancements not only improve user interactions but also open new possibilities for AI applications across different domains. Future work will address the ethical implications and potential biases introduced by these human-like attributes.

To make deliberate progress towards more intelligent and more human-like artificial systems, we need to be following an appropriate feedback signal: we need to be able to define and evaluate intelligence in a way that enables comparisons between two systems, as well as comparisons with humans. Over the past hundred years, there has been an abundance of attempts to define and measure intelligence, across both the fields of psychology and AI. We summarize and critically assess these definitions and evaluation approaches, while making apparent the two historical conceptions of intelligence that have implicitly guided them. We note that in practice, the contemporary AI community still gravitates towards benchmarking intelligence by comparing the skill exhibited by AIs and humans at specific tasks such as board games and video games. We argue that solely measuring skill at any given task falls short of measuring intelligence, because skill is heavily modulated by prior knowledge and experience: unlimited priors or unlimited training data allow experimenters to "buy" arbitrary levels of skills for a system, in a way that masks the system's own generalization power. We then articulate a new formal definition of intelligence based on Algorithmic Information Theory, describing intelligence as skill-acquisition efficiency and highlighting the concepts of scope, generalization difficulty, priors, and experience. Using this definition, we propose a set of guidelines for what a general AI benchmark should look like. Finally, we present a benchmark closely following these guidelines, the Abstraction and Reasoning Corpus (ARC), built upon an explicit set of priors designed to be as close as possible to innate human priors. We argue that ARC can be used to measure a human-like form of general fluid intelligence and that it enables fair general intelligence comparisons between AI systems and humans.

Mathematical reasoning is a fundamental aspect of human intelligence and is applicable in various fields, including science, engineering, finance, and everyday life. The development of artificial intelligence (AI) systems capable of solving math problems and proving theorems has garnered significant interest in the fields of machine learning and natural language processing. For example, mathematics serves as a testbed for aspects of reasoning that are challenging for powerful deep learning models, driving new algorithmic and modeling advances. On the other hand, recent advances in large-scale neural language models have opened up new benchmarks and opportunities to use deep learning for mathematical reasoning. In this survey paper, we review the key tasks, datasets, and methods at the intersection of mathematical reasoning and deep learning over the past decade. We also evaluate existing benchmarks and methods, and discuss future research directions in this domain.

One of the grand challenges of artificial general intelligence is developing agents capable of conducting scientific research and discovering new knowledge. While frontier models have already been used as aids to human scientists, e.g. for brainstorming ideas, writing code, or prediction tasks, they still conduct only a small part of the scientific process. This paper presents the first comprehensive framework for fully automatic scientific discovery, enabling frontier large language models to perform research independently and communicate their findings. We introduce The AI Scientist, which generates novel research ideas, writes code, executes experiments, visualizes results, describes its findings by writing a full scientific paper, and then runs a simulated review process for evaluation. In principle, this process can be repeated to iteratively develop ideas in an open-ended fashion, acting like the human scientific community. We demonstrate its versatility by applying it to three distinct subfields of machine learning: diffusion modeling, transformer-based language modeling, and learning dynamics. Each idea is implemented and developed into a full paper at a cost of less than $15 per paper. To evaluate the generated papers, we design and validate an automated reviewer, which we show achieves near-human performance in evaluating paper scores. The AI Scientist can produce papers that exceed the acceptance threshold at a top machine learning conference as judged by our automated reviewer. This approach signifies the beginning of a new era in scientific discovery in machine learning: bringing the transformative benefits of AI agents to the entire research process of AI itself, and taking us closer to a world where endless affordable creativity and innovation can be unleashed on the world's most challenging problems. Our code is open-sourced at https://github.com/SakanaAI/AI-Scientist

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

Explainability has become an important topic in computer science and artificial intelligence, leading to a subfield called Explainable Artificial Intelligence (XAI). The goal of providing or seeking explanations is to achieve (better) 'understanding' on the part of the explainee. However, what it means to 'understand' is still not clearly defined, and the concept itself is rarely the subject of scientific investigation. This conceptual article aims to present a model of forms of understanding in the context of XAI and beyond. From an interdisciplinary perspective bringing together computer science, linguistics, sociology, and psychology, a definition of understanding and its forms, assessment, and dynamics during the process of giving everyday explanations are explored. Two types of understanding are considered as possible outcomes of explanations, namely enabledness, 'knowing how' to do or decide something, and comprehension, 'knowing that' -- both in different degrees (from shallow to deep). Explanations regularly start with shallow understanding in a specific domain and can lead to deep comprehension and enabledness of the explanandum, which we see as a prerequisite for human users to gain agency. In this process, the increase of comprehension and enabledness are highly interdependent. Against the background of this systematization, special challenges of understanding in XAI are discussed.

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

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

The AI community has been exploring a pathway to artificial general intelligence (AGI) by developing "language agents", which are complex large language models (LLMs) pipelines involving both prompting techniques and tool usage methods. While language agents have demonstrated impressive capabilities for many real-world tasks, a fundamental limitation of current language agents research is that they are model-centric, or engineering-centric. That's to say, the progress on prompts, tools, and pipelines of language agents requires substantial manual engineering efforts from human experts rather than automatically learning from data. We believe the transition from model-centric, or engineering-centric, to data-centric, i.e., the ability of language agents to autonomously learn and evolve in environments, is the key for them to possibly achieve AGI. In this work, we introduce agent symbolic learning, a systematic framework that enables language agents to optimize themselves on their own in a data-centric way using symbolic optimizers. Specifically, we consider agents as symbolic networks where learnable weights are defined by prompts, tools, and the way they are stacked together. Agent symbolic learning is designed to optimize the symbolic network within language agents by mimicking two fundamental algorithms in connectionist learning: back-propagation and gradient descent. Instead of dealing with numeric weights, agent symbolic learning works with natural language simulacrums of weights, loss, and gradients. We conduct proof-of-concept experiments on both standard benchmarks and complex real-world tasks and show that agent symbolic learning enables language agents to update themselves after being created and deployed in the wild, resulting in "self-evolving agents".

This position paper argues that, in order to understand AI, we cannot rely on our existing vocabulary of human words. Instead, we should strive to develop neologisms: new words that represent precise human concepts that we want to teach machines, or machine concepts that we need to learn. We start from the premise that humans and machines have differing concepts. This means interpretability can be framed as a communication problem: humans must be able to reference and control machine concepts, and communicate human concepts to machines. Creating a shared human-machine language through developing neologisms, we believe, could solve this communication problem. Successful neologisms achieve a useful amount of abstraction: not too detailed, so they're reusable in many contexts, and not too high-level, so they convey precise information. As a proof of concept, we demonstrate how a "length neologism" enables controlling LLM response length, while a "diversity neologism" allows sampling more variable responses. Taken together, we argue that we cannot understand AI using our existing vocabulary, and expanding it through neologisms creates opportunities for both controlling and understanding machines better.

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

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

Large Language Models (LLMs) have demonstrated impressive real-world utility, exemplifying artificial useful intelligence (AUI). However, their ability to reason adaptively and robustly -- the hallmarks of artificial general intelligence (AGI) -- remains fragile. While LLMs seemingly succeed in commonsense reasoning, programming, and mathematics, they struggle to generalize algorithmic understanding across novel contexts. Our experiments with algorithmic tasks in esoteric programming languages reveal that LLM's reasoning overfits to the training data and is limited in its transferability. We hypothesize that the core issue underlying such limited transferability is the coupling of reasoning and knowledge in LLMs. To transition from AUI to AGI, we propose disentangling knowledge and reasoning through three key directions: (1) pretaining to reason using RL from scratch as an alternative to the widely used next-token prediction pretraining, (2) using a curriculum of synthetic tasks to ease the learning of a reasoning prior for RL that can then be transferred to natural language tasks, and (3) learning more generalizable reasoning functions using a small context window to reduce exploiting spurious correlations between tokens. Such a reasoning system coupled with a trained retrieval system and a large external memory bank as a knowledge store can overcome several limitations of existing architectures at learning to reason in novel scenarios.

The introduction of ChatGPT has put Artificial Intelligence (AI) Natural Language Processing (NLP) in the spotlight. ChatGPT adoption has been exponential with millions of users experimenting with it in a myriad of tasks and application domains with impressive results. However, ChatGPT has limitations and suffers hallucinations, for example producing answers that look plausible but they are completely wrong. Evaluating the performance of ChatGPT and similar AI tools is a complex issue that is being explored from different perspectives. In this work, we contribute to those efforts with ChatWords, an automated test system, to evaluate ChatGPT knowledge of an arbitrary set of words. ChatWords is designed to be extensible, easy to use, and adaptable to evaluate also other NLP AI tools. ChatWords is publicly available and its main goal is to facilitate research on the lexical knowledge of AI tools. The benefits of ChatWords are illustrated with two case studies: evaluating the knowledge that ChatGPT has of the Spanish lexicon (taken from the official dictionary of the "Real Academia Espa\~nola") and of the words that appear in the Quixote, the well-known novel written by Miguel de Cervantes. The results show that ChatGPT is only able to recognize approximately 80% of the words in the dictionary and 90% of the words in the Quixote, in some cases with an incorrect meaning. The implications of the lexical knowledge of NLP AI tools and potential applications of ChatWords are also discussed providing directions for further work on the study of the lexical knowledge of AI tools.

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.

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.

Machine reading comprehension tasks require a machine reader to answer questions relevant to the given document. In this paper, we present the first free-form multiple-Choice Chinese machine reading Comprehension dataset (C^3), containing 13,369 documents (dialogues or more formally written mixed-genre texts) and their associated 19,577 multiple-choice free-form questions collected from Chinese-as-a-second-language examinations. We present a comprehensive analysis of the prior knowledge (i.e., linguistic, domain-specific, and general world knowledge) needed for these real-world problems. We implement rule-based and popular neural methods and find that there is still a significant performance gap between the best performing model (68.5%) and human readers (96.0%), especially on problems that require prior knowledge. We further study the effects of distractor plausibility and data augmentation based on translated relevant datasets for English on model performance. We expect C^3 to present great challenges to existing systems as answering 86.8% of questions requires both knowledge within and beyond the accompanying document, and we hope that C^3 can serve as a platform to study how to leverage various kinds of prior knowledge to better understand a given written or orally oriented text. C^3 is available at https://dataset.org/c3/.

This study explores the capabilities of multimodal large language models (LLMs) in handling challenging multistep tasks that integrate language and vision, focusing on model steerability, composability, and the application of long-term memory and context understanding. The problem addressed is the LLM's ability (Nov 2023 GPT-4 Vision Preview) to manage tasks that require synthesizing visual and textual information, especially where stepwise instructions and sequential logic are paramount. The research presents a series of 14 creatively and constructively diverse tasks, ranging from AI Lego Designing to AI Satellite Image Analysis, designed to test the limits of current LLMs in contexts that previously proved difficult without extensive memory and contextual understanding. Key findings from evaluating 800 guided dialogs include notable disparities in task completion difficulty. For instance, 'Image to Ingredient AI Bartender' (Low difficulty) contrasted sharply with 'AI Game Self-Player' (High difficulty), highlighting the LLM's varying proficiency in processing complex visual data and generating coherent instructions. Tasks such as 'AI Genetic Programmer' and 'AI Negotiator' showed high completion difficulty, emphasizing challenges in maintaining context over multiple steps. The results underscore the importance of developing LLMs that combine long-term memory and contextual awareness to mimic human-like thought processes in complex problem-solving scenarios.

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

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.

The evolution of Artificial Intelligence (AI) has been significantly accelerated by advancements in Large Language Models (LLMs) and Large Multimodal Models (LMMs), gradually showcasing potential cognitive reasoning abilities in problem-solving and scientific discovery (i.e., AI4Science) once exclusive to human intellect. To comprehensively evaluate current models' performance in cognitive reasoning abilities, we introduce OlympicArena, which includes 11,163 bilingual problems across both text-only and interleaved text-image modalities. These challenges encompass a wide range of disciplines spanning seven fields and 62 international Olympic competitions, rigorously examined for data leakage. We argue that the challenges in Olympic competition problems are ideal for evaluating AI's cognitive reasoning due to their complexity and interdisciplinary nature, which are essential for tackling complex scientific challenges and facilitating discoveries. Beyond evaluating performance across various disciplines using answer-only criteria, we conduct detailed experiments and analyses from multiple perspectives. We delve into the models' cognitive reasoning abilities, their performance across different modalities, and their outcomes in process-level evaluations, which are vital for tasks requiring complex reasoning with lengthy solutions. Our extensive evaluations reveal that even advanced models like GPT-4o only achieve a 39.97% overall accuracy, illustrating current AI limitations in complex reasoning and multimodal integration. Through the OlympicArena, we aim to advance AI towards superintelligence, equipping it to address more complex challenges in science and beyond. We also provide a comprehensive set of resources to support AI research, including a benchmark dataset, an open-source annotation platform, a detailed evaluation tool, and a leaderboard with automatic submission features.

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

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

Human intelligence excels at combining basic skills to solve complex tasks. This capability is vital for Artificial Intelligence (AI) and should be embedded in comprehensive intelligent models, enabling them to harness expert models for complex task-solving towards Artificial General Intelligence (AGI). Large Language Models (LLMs) show promising learning and reasoning abilities, and can effectively use external models, tools or APIs to tackle complex problems. In this work, we introduce OpenAGI, an open-source AGI research platform designed for multi-step, real-world tasks. Specifically, OpenAGI uses a dual strategy, integrating standard benchmark tasks for benchmarking and evaluation, and open-ended tasks including more expandable models, tools or APIs for creative problem-solving. Tasks are presented as natural language queries to the LLM, which then selects and executes appropriate models. We also propose a Reinforcement Learning from Task Feedback (RLTF) mechanism that uses task results to improve the LLM's ability, which creates a self-improving AI feedback loop. While we acknowledge that AGI is a broad and multifaceted research challenge with no singularly defined solution path, the integration of LLMs with domain-specific expert models, inspired by mirroring the blend of general and specialized intelligence in humans, offers a promising approach towards AGI. We are open-sourcing the OpenAGI project's code, dataset, benchmarks, evaluation methods, and demo to foster community involvement in AGI advancement: https://github.com/agiresearch/OpenAGI.

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

With the rise of prolific ChatGPT, the risk and consequences of AI-generated text has increased alarmingly. To address the inevitable question of ownership attribution for AI-generated artifacts, the US Copyright Office released a statement stating that 'If a work's traditional elements of authorship were produced by a machine, the work lacks human authorship and the Office will not register it'. Furthermore, both the US and the EU governments have recently drafted their initial proposals regarding the regulatory framework for AI. Given this cynosural spotlight on generative AI, AI-generated text detection (AGTD) has emerged as a topic that has already received immediate attention in research, with some initial methods having been proposed, soon followed by emergence of techniques to bypass detection. This paper introduces the Counter Turing Test (CT^2), a benchmark consisting of techniques aiming to offer a comprehensive evaluation of the robustness of existing AGTD techniques. Our empirical findings unequivocally highlight the fragility of the proposed AGTD methods under scrutiny. Amidst the extensive deliberations on policy-making for regulating AI development, it is of utmost importance to assess the detectability of content generated by LLMs. Thus, to establish a quantifiable spectrum facilitating the evaluation and ranking of LLMs according to their detectability levels, we propose the AI Detectability Index (ADI). We conduct a thorough examination of 15 contemporary LLMs, empirically demonstrating that larger LLMs tend to have a higher ADI, indicating they are less detectable compared to smaller LLMs. We firmly believe that ADI holds significant value as a tool for the wider NLP community, with the potential to serve as a rubric in AI-related policy-making.

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

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

Despite the proliferation of explainable AI (XAI) methods, little is understood about end-users' explainability needs and behaviors around XAI explanations. To address this gap and contribute to understanding how explainability can support human-AI interaction, we conducted a mixed-methods study with 20 end-users of a real-world AI application, the Merlin bird identification app, and inquired about their XAI needs, uses, and perceptions. We found that participants desire practically useful information that can improve their collaboration with the AI, more so than technical system details. Relatedly, participants intended to use XAI explanations for various purposes beyond understanding the AI's outputs: calibrating trust, improving their task skills, changing their behavior to supply better inputs to the AI, and giving constructive feedback to developers. Finally, among existing XAI approaches, participants preferred part-based explanations that resemble human reasoning and explanations. We discuss the implications of our findings and provide recommendations for future XAI design.

Frontier AI safety policies highlight automation of AI research and development (R&D) by AI agents as an important capability to anticipate. However, there exist few evaluations for AI R&D capabilities, and none that are highly realistic and have a direct comparison to human performance. We introduce RE-Bench (Research Engineering Benchmark, v1), which consists of 7 challenging, open-ended ML research engineering environments and data from 71 8-hour attempts by 61 distinct human experts. We confirm that our experts make progress in the environments given 8 hours, with 82% of expert attempts achieving a non-zero score and 24% matching or exceeding our strong reference solutions. We compare humans to several public frontier models through best-of-k with varying time budgets and agent designs, and find that the best AI agents achieve a score 4x higher than human experts when both are given a total time budget of 2 hours per environment. However, humans currently display better returns to increasing time budgets, narrowly exceeding the top AI agent scores given an 8-hour budget, and achieving 2x the score of the top AI agent when both are given 32 total hours (across different attempts). Qualitatively, we find that modern AI agents possess significant expertise in many ML topics -- e.g. an agent wrote a faster custom Triton kernel than any of our human experts' -- and can generate and test solutions over ten times faster than humans, at much lower cost. We open-source the evaluation environments, human expert data, analysis code and agent trajectories to facilitate future research.

Over the past half century, there have been several false dawns during which the "arrival" of world-changing artificial intelligence (AI) has been heralded. Tempting fate, the authors believe the age of AI has, indeed, finally arrived. Powerful image generators, such as DALL-E2 and Midjourney have suddenly allowed anyone with access the ability easily to create rich and complex art. In a similar vein, text generators, such as GPT3.5 (including ChatGPT) and BLOOM, allow users to compose detailed written descriptions of many topics of interest. And, it is even possible now for a person without extensive expertise in writing software to use AI to generate code capable of myriad applications. While AI will continue to evolve and improve, probably at a rapid rate, the current state of AI is already ushering in profound changes to many different sectors of society. Every new technology challenges the ability of humanity to govern it wisely. However, governance is usually viewed as both possible and necessary due to the disruption new technology often poses to social structures, industries, the environment, and other important human concerns. In this article, we offer an analysis of a range of interactions between AI and governance, with the hope that wise decisions may be made that maximize benefits and minimize costs. The article addresses two main aspects of this relationship: the governance of AI by humanity, and the governance of humanity by AI. The approach we have taken is itself informed by AI, as this article was written collaboratively by the authors and ChatGPT.

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

This paper provides a roadmap that explores the question of how to imbue learning agents with the ability to understand and generate contextually relevant natural language in service of achieving a goal. We hypothesize that two key components in creating such agents are interactivity and environment grounding, shown to be vital parts of language learning in humans, and posit that interactive narratives should be the environments of choice for such training these agents. These games are simulations in which an agent interacts with the world through natural language -- "perceiving", "acting upon", and "talking to" the world using textual descriptions, commands, and dialogue -- and as such exist at the intersection of natural language processing, storytelling, and sequential decision making. We discuss the unique challenges a text games' puzzle-like structure combined with natural language state-and-action spaces provides: knowledge representation, commonsense reasoning, and exploration. Beyond the challenges described so far, progress in the realm of interactive narratives can be applied in adjacent problem domains. These applications provide interesting challenges of their own as well as extensions to those discussed so far. We describe three of them in detail: (1) evaluating AI system's commonsense understanding by automatically creating interactive narratives; (2) adapting abstract text-based policies to include other modalities such as vision; and (3) enabling multi-agent and human-AI collaboration in shared, situated worlds.

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.

Generative AI and large language models have the potential to drastically improve the landscape of computing education by automatically generating personalized feedback and content. Recent works have studied the capabilities of these models for different programming education scenarios; however, these works considered only text-based programming, in particular, Python programming. Consequently, they leave open the question of how well these models would perform in visual programming domains popularly used for K-8 programming education. The main research question we study is: Do state-of-the-art generative models show advanced capabilities in visual programming on par with their capabilities in text-based Python programming? In our work, we evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, in visual programming domains for various scenarios and assess performance using expert-based annotations. In particular, we base our evaluation using reference tasks from the domains of Hour of Code: Maze Challenge by Code-dot-org and Karel. Our results show that these models perform poorly and struggle to combine spatial, logical, and programming skills crucial for visual programming. These results also provide exciting directions for future work on developing techniques to improve the performance of generative models in visual programming.

General-purpose artificial intelligence (AI) systems are built on massive swathes of public web data, assembled into corpora such as C4, RefinedWeb, and Dolma. To our knowledge, we conduct the first, large-scale, longitudinal audit of the consent protocols for the web domains underlying AI training corpora. Our audit of 14,000 web domains provides an expansive view of crawlable web data and how consent preferences to use it are changing over time. We observe a proliferation of AI-specific clauses to limit use, acute differences in restrictions on AI developers, as well as general inconsistencies between websites' expressed intentions in their Terms of Service and their robots.txt. We diagnose these as symptoms of ineffective web protocols, not designed to cope with the widespread re-purposing of the internet for AI. Our longitudinal analyses show that in a single year (2023-2024) there has been a rapid crescendo of data restrictions from web sources, rendering ~5%+ of all tokens in C4, or 28%+ of the most actively maintained, critical sources in C4, fully restricted from use. For Terms of Service crawling restrictions, a full 45% of C4 is now restricted. If respected or enforced, these restrictions are rapidly biasing the diversity, freshness, and scaling laws for general-purpose AI systems. We hope to illustrate the emerging crisis in data consent, foreclosing much of the open web, not only for commercial AI, but non-commercial AI and academic purposes.

Our everyday lives now heavily rely on artificial intelligence (AI) powered large language models (LLMs). Like regular users, programmers are also benefiting from the newest large language models. In response to the critical role that AI models play in modern software development, this study presents a thorough evaluation of leading programming assistants, including ChatGPT, Gemini(Bard AI), AlphaCode, and GitHub Copilot. The evaluation is based on tasks like natural language processing and code generation accuracy in different programming languages like Java, Python and C++. Based on the results, it has emphasized their strengths and weaknesses and the importance of further modifications to increase the reliability and accuracy of the latest popular models. Although these AI assistants illustrate a high level of progress in language understanding and code generation, along with ethical considerations and responsible usage, they provoke a necessity for discussion. With time, developing more refined AI technology is essential for achieving advanced solutions in various fields, especially with the knowledge of the feature intricacies of these models and their implications. This study offers a comparison of different LLMs and provides essential feedback on the rapidly changing area of AI models. It also emphasizes the need for ethical developmental practices to actualize AI models' full potential.

In this work, we introduce a novel evaluation paradigm for Large Language Models, one that challenges them to engage in meta-reasoning. This approach addresses critical shortcomings in existing math problem-solving benchmarks, traditionally used to evaluate the cognitive capabilities of agents. Our paradigm shifts the focus from result-oriented assessments, which often overlook the reasoning process, to a more holistic evaluation that effectively differentiates the cognitive capabilities among models. For example, in our benchmark, GPT-4 demonstrates a performance ten times more accurate than GPT3-5. The significance of this new paradigm lies in its ability to reveal potential cognitive deficiencies in LLMs that current benchmarks, such as GSM8K, fail to uncover due to their saturation and lack of effective differentiation among varying reasoning abilities. Our comprehensive analysis includes several state-of-the-art math models from both open-source and closed-source communities, uncovering fundamental deficiencies in their training and evaluation approaches. This paper not only advocates for a paradigm shift in the assessment of LLMs but also contributes to the ongoing discourse on the trajectory towards Artificial General Intelligence (AGI). By promoting the adoption of meta-reasoning evaluation methods similar to ours, we aim to facilitate a more accurate assessment of the true cognitive abilities of LLMs.

Many intellectual endeavors require mathematical problem solving, but this skill remains beyond the capabilities of computers. To measure this ability in machine learning models, we introduce MATH, a new dataset of 12,500 challenging competition mathematics problems. Each problem in MATH has a full step-by-step solution which can be used to teach models to generate answer derivations and explanations. To facilitate future research and increase accuracy on MATH, we also contribute a large auxiliary pretraining dataset which helps teach models the fundamentals of mathematics. Even though we are able to increase accuracy on MATH, our results show that accuracy remains relatively low, even with enormous Transformer models. Moreover, we find that simply increasing budgets and model parameter counts will be impractical for achieving strong mathematical reasoning if scaling trends continue. While scaling Transformers is automatically solving most other text-based tasks, scaling is not currently solving MATH. To have more traction on mathematical problem solving we will likely need new algorithmic advancements from the broader research community.

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

AI has achieved remarkable mastery over games such as Chess, Go, and Poker, and even Jeopardy, but the rich variety of standardized exams has remained a landmark challenge. Even in 2016, the best AI system achieved merely 59.3% on an 8th Grade science exam challenge. This paper reports unprecedented success on the Grade 8 New York Regents Science Exam, where for the first time a system scores more than 90% on the exam's non-diagram, multiple choice (NDMC) questions. In addition, our Aristo system, building upon the success of recent language models, exceeded 83% on the corresponding Grade 12 Science Exam NDMC questions. The results, on unseen test questions, are robust across different test years and different variations of this kind of test. They demonstrate that modern NLP methods can result in mastery on this task. While not a full solution to general question-answering (the questions are multiple choice, and the domain is restricted to 8th Grade science), it represents a significant milestone for the field.

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

With the advent of large multimodal language models, science is now at a threshold of an AI-based technological transformation. Recently, a plethora of new AI models and tools has been proposed, promising to empower researchers and academics worldwide to conduct their research more effectively and efficiently. This includes all aspects of the research cycle, especially (1) searching for relevant literature; (2) generating research ideas and conducting experimentation; generating (3) text-based and (4) multimodal content (e.g., scientific figures and diagrams); and (5) AI-based automatic peer review. In this survey, we provide an in-depth overview over these exciting recent developments, which promise to fundamentally alter the scientific research process for good. Our survey covers the five aspects outlined above, indicating relevant datasets, methods and results (including evaluation) as well as limitations and scope for future research. Ethical concerns regarding shortcomings of these tools and potential for misuse (fake science, plagiarism, harms to research integrity) take a particularly prominent place in our discussion. We hope that our survey will not only become a reference guide for newcomers to the field but also a catalyst for new AI-based initiatives in the area of "AI4Science".

The recent wave of generative AI has sparked unprecedented global attention, with both excitement and concern over potentially superhuman levels of artificial intelligence: models now take only seconds to produce outputs that would challenge or exceed the capabilities even of expert humans. At the same time, models still show basic errors in understanding that would not be expected even in non-expert humans. This presents us with an apparent paradox: how do we reconcile seemingly superhuman capabilities with the persistence of errors that few humans would make? In this work, we posit that this tension reflects a divergence in the configuration of intelligence in today's generative models relative to intelligence in humans. Specifically, we propose and test the Generative AI Paradox hypothesis: generative models, having been trained directly to reproduce expert-like outputs, acquire generative capabilities that are not contingent upon -- and can therefore exceed -- their ability to understand those same types of outputs. This contrasts with humans, for whom basic understanding almost always precedes the ability to generate expert-level outputs. We test this hypothesis through controlled experiments analyzing generation vs. understanding in generative models, across both language and image modalities. Our results show that although models can outperform humans in generation, they consistently fall short of human capabilities in measures of understanding, as well as weaker correlation between generation and understanding performance, and more brittleness to adversarial inputs. Our findings support the hypothesis that models' generative capability may not be contingent upon understanding capability, and call for caution in interpreting artificial intelligence by analogy to human intelligence.

Deployed artificial intelligence (AI) often impacts humans, and there is no one-size-fits-all metric to evaluate these tools. Human-centered evaluation of AI-based systems combines quantitative and qualitative analysis and human input. It has been explored to some depth in the explainable AI (XAI) and human-computer interaction (HCI) communities. Gaps remain, but the basic understanding that humans interact with AI and accompanying explanations, and that humans' needs -- complete with their cognitive biases and quirks -- should be held front and center, is accepted by the community. In this paper, we draw parallels between the relatively mature field of XAI and the rapidly evolving research boom around large language models (LLMs). Accepted evaluative metrics for LLMs are not human-centered. We argue that many of the same paths tread by the XAI community over the past decade will be retread when discussing LLMs. Specifically, we argue that humans' tendencies -- again, complete with their cognitive biases and quirks -- should rest front and center when evaluating deployed LLMs. We outline three developed focus areas of human-centered evaluation of XAI: mental models, use case utility, and cognitive engagement, and we highlight the importance of exploring each of these concepts for LLMs. Our goal is to jumpstart human-centered LLM evaluation.

In this paper, we study how well humans can detect text generated by commercial LLMs (GPT-4o, Claude, o1). We hire annotators to read 300 non-fiction English articles, label them as either human-written or AI-generated, and provide paragraph-length explanations for their decisions. Our experiments show that annotators who frequently use LLMs for writing tasks excel at detecting AI-generated text, even without any specialized training or feedback. In fact, the majority vote among five such "expert" annotators misclassifies only 1 of 300 articles, significantly outperforming most commercial and open-source detectors we evaluated even in the presence of evasion tactics like paraphrasing and humanization. Qualitative analysis of the experts' free-form explanations shows that while they rely heavily on specific lexical clues ('AI vocabulary'), they also pick up on more complex phenomena within the text (e.g., formality, originality, clarity) that are challenging to assess for automatic detectors. We release our annotated dataset and code to spur future research into both human and automated detection of AI-generated text.

Writing has long been considered a hallmark of human intelligence and remains a pinnacle task for artificial intelligence (AI) due to the intricate cognitive processes involved. Recently, rapid advancements in generative AI, particularly through the development of Large Language Models (LLMs), have significantly transformed the landscape of writing assistance. However, underrepresented languages like Arabic encounter significant challenges in the development of advanced AI writing tools, largely due to the limited availability of data. This scarcity constrains the training of effective models, impeding the creation of sophisticated writing assistance technologies. To address these issues, we present Gazelle, a comprehensive dataset for Arabic writing assistance. In addition, we offer an evaluation framework designed to enhance Arabic writing assistance tools. Our human evaluation of leading LLMs, including GPT-4, GPT-4o, Cohere Command R+, and Gemini 1.5 Pro, highlights their respective strengths and limitations in addressing the challenges of Arabic writing. Our findings underscore the need for continuous model training and dataset enrichment to manage the complexities of Arabic language processing, paving the way for more effective AI-powered Arabic writing tools.

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

Enhancing AI systems with efficient communication skills for effective human assistance necessitates proactive initiatives from the system side to discern specific circumstances and interact aptly. This research focuses on a collective building assignment in the Minecraft dataset, employing language modeling to enhance task understanding through state-of-the-art methods. These models focus on grounding multi-modal understanding and task-oriented dialogue comprehension tasks, providing insights into their interpretative and responsive capabilities. Our experimental results showcase a substantial improvement over existing methods, indicating a promising direction for future research in this domain.

Rapid advancements in artificial intelligence (AI) technology have brought about a plethora of new challenges in terms of governance and regulation. AI systems are being integrated into various industries and sectors, creating a demand from decision-makers to possess a comprehensive and nuanced understanding of the capabilities and limitations of these systems. One critical aspect of this demand is the ability to explain the results of machine learning models, which is crucial to promoting transparency and trust in AI systems, as well as fundamental in helping machine learning models to be trained ethically. In this paper, we present novel metrics to quantify the degree of which AI model predictions can be easily explainable by its features. Our metrics summarize different aspects of explainability into scalars, providing a more comprehensive understanding of model predictions and facilitating communication between decision-makers and stakeholders, thereby increasing the overall transparency and accountability of AI systems.

Knowledge plays a critical role in artificial intelligence. Recently, the extensive success of pre-trained language models (PLMs) has raised significant attention about how knowledge can be acquired, maintained, updated and used by language models. Despite the enormous amount of related studies, there still lacks a unified view of how knowledge circulates within language models throughout the learning, tuning, and application processes, which may prevent us from further understanding the connections between current progress or realizing existing limitations. In this survey, we revisit PLMs as knowledge-based systems by dividing the life circle of knowledge in PLMs into five critical periods, and investigating how knowledge circulates when it is built, maintained and used. To this end, we systematically review existing studies of each period of the knowledge life cycle, summarize the main challenges and current limitations, and discuss future directions.

The remarkable capabilities and intricate nature of Artificial Intelligence (AI) have dramatically escalated the imperative for specialized AI accelerators. Nonetheless, designing these accelerators for various AI workloads remains both labor- and time-intensive. While existing design exploration and automation tools can partially alleviate the need for extensive human involvement, they still demand substantial hardware expertise, posing a barrier to non-experts and stifling AI accelerator development. Motivated by the astonishing potential of large language models (LLMs) for generating high-quality content in response to human language instructions, we embark on this work to examine the possibility of harnessing LLMs to automate AI accelerator design. Through this endeavor, we develop GPT4AIGChip, a framework intended to democratize AI accelerator design by leveraging human natural languages instead of domain-specific languages. Specifically, we first perform an in-depth investigation into LLMs' limitations and capabilities for AI accelerator design, thus aiding our understanding of our current position and garnering insights into LLM-powered automated AI accelerator design. Furthermore, drawing inspiration from the above insights, we develop a framework called GPT4AIGChip, which features an automated demo-augmented prompt-generation pipeline utilizing in-context learning to guide LLMs towards creating high-quality AI accelerator design. To our knowledge, this work is the first to demonstrate an effective pipeline for LLM-powered automated AI accelerator generation. Accordingly, we anticipate that our insights and framework can serve as a catalyst for innovations in next-generation LLM-powered design automation tools.

Beginning with McCarthy's Advice Taker (1959), AI has pursued the goal of providing a system with explicit, general knowledge and having the system reason over that knowledge. However, expressing the knowledge in a formal (logical or probabilistic) representation has been a major obstacle to this research. This paper investigates a modern approach to this problem where the facts and rules are provided as natural language sentences, thus bypassing a formal representation. We train transformers to reason (or emulate reasoning) over these sentences using synthetically generated data. Our models, that we call RuleTakers, provide the first empirical demonstration that this kind of soft reasoning over language is learnable, can achieve high (99%) accuracy, and generalizes to test data requiring substantially deeper chaining than seen during training (95%+ scores). We also demonstrate that the models transfer well to two hand-authored rulebases, and to rulebases paraphrased into more natural language. These findings are significant as it suggests a new role for transformers, namely as limited "soft theorem provers" operating over explicit theories in language. This in turn suggests new possibilities for explainability, correctability, and counterfactual reasoning in question-answering.

The advancement in generative AI could be boosted with more accessible mathematics. Beyond human-AI chat, large language models (LLMs) are emerging in programming, algorithm discovery, and theorem proving, yet their genomics application is limited. This project introduces Math Agents and mathematical embedding as fresh entries to the "Moore's Law of Mathematics", using a GPT-based workflow to convert equations from literature into LaTeX and Python formats. While many digital equation representations exist, there's a lack of automated large-scale evaluation tools. LLMs are pivotal as linguistic user interfaces, providing natural language access for human-AI chat and formal languages for large-scale AI-assisted computational infrastructure. Given the infinite formal possibility spaces, Math Agents, which interact with math, could potentially shift us from "big data" to "big math". Math, unlike the more flexible natural language, has properties subject to proof, enabling its use beyond traditional applications like high-validation math-certified icons for AI alignment aims. This project aims to use Math Agents and mathematical embeddings to address the ageing issue in information systems biology by applying multiscalar physics mathematics to disease models and genomic data. Generative AI with episodic memory could help analyse causal relations in longitudinal health records, using SIR Precision Health models. Genomic data is suggested for addressing the unsolved Alzheimer's disease problem.

Scientific discovery is a complex cognitive process that has driven human knowledge and technological progress for centuries. While artificial intelligence (AI) has made significant advances in automating aspects of scientific reasoning, simulation, and experimentation, we still lack integrated AI systems capable of performing autonomous long-term scientific research and discovery. This paper examines the current state of AI for scientific discovery, highlighting recent progress in large language models and other AI techniques applied to scientific tasks. We then outline key challenges and promising research directions toward developing more comprehensive AI systems for scientific discovery, including the need for science-focused AI agents, improved benchmarks and evaluation metrics, multimodal scientific representations, and unified frameworks combining reasoning, theorem proving, and data-driven modeling. Addressing these challenges could lead to transformative AI tools to accelerate progress across disciplines towards scientific discovery.

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

Mathematical reasoning skills are essential for general-purpose intelligent systems to perform tasks from grocery shopping to climate modeling. Towards evaluating and improving AI systems in this domain, we propose LILA, a unified mathematical reasoning benchmark consisting of 23 diverse tasks along four dimensions: (i) mathematical abilities e.g., arithmetic, calculus (ii) language format e.g., question-answering, fill-in-the-blanks (iii) language diversity e.g., no language, simple language (iv) external knowledge e.g., commonsense, physics. We construct our benchmark by extending 20 datasets benchmark by collecting task instructions and solutions in the form of Python programs, thereby obtaining explainable solutions in addition to the correct answer. We additionally introduce two evaluation datasets to measure out-of-distribution performance and robustness to language perturbation. Finally, we introduce BHASKARA, a general-purpose mathematical reasoning model trained on LILA. Importantly, we find that multi-tasking leads to significant improvements (average relative improvement of 21.83% F1 score vs. single-task models), while the best performing model only obtains 60.40%, indicating the room for improvement in general mathematical reasoning and understanding.

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

Describing skills in natural language has the potential to provide an accessible way to inject human knowledge about decision-making into an AI system. We present MaestroMotif, a method for AI-assisted skill design, which yields high-performing and adaptable agents. MaestroMotif leverages the capabilities of Large Language Models (LLMs) to effectively create and reuse skills. It first uses an LLM's feedback to automatically design rewards corresponding to each skill, starting from their natural language description. Then, it employs an LLM's code generation abilities, together with reinforcement learning, for training the skills and combining them to implement complex behaviors specified in language. We evaluate MaestroMotif using a suite of complex tasks in the NetHack Learning Environment (NLE), demonstrating that it surpasses existing approaches in both performance and usability.

Given the ubiquitous nature of numbers in text, reasoning with numbers to perform simple calculations is an important skill of AI systems. While many datasets and models have been developed to this end, state-of-the-art AI systems are brittle; failing to perform the underlying mathematical reasoning when they appear in a slightly different scenario. Drawing inspiration from GLUE that was proposed in the context of natural language understanding, we propose NumGLUE, a multi-task benchmark that evaluates the performance of AI systems on eight different tasks, that at their core require simple arithmetic understanding. We show that this benchmark is far from being solved with neural models including state-of-the-art large-scale language models performing significantly worse than humans (lower by 46.4%). Further, NumGLUE promotes sharing knowledge across tasks, especially those with limited training data as evidenced by the superior performance (average gain of 3.4% on each task) when a model is jointly trained on all the tasks as opposed to task-specific modeling. Finally, we hope that NumGLUE will encourage systems that perform robust and general arithmetic reasoning within language, a first step towards being able to perform more complex mathematical reasoning.

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

Automated math word problem solvers based on neural networks have successfully managed to obtain 70-80\% accuracy in solving arithmetic word problems. However, it has been shown that these solvers may rely on superficial patterns to obtain their equations. In order to determine what information math word problem solvers use to generate solutions, we remove parts of the input and measure the model's performance on the perturbed dataset. Our results show that the model is not sensitive to the removal of many words from the input and can still manage to find a correct answer when given a nonsense question. This indicates that automatic solvers do not follow the semantic logic of math word problems, and may be overfitting to the presence of specific words.

Supervised machine learning provides the learner with a set of input-output examples of the target task. Humans, however, can also learn to perform new tasks from instructions in natural language. Can machines learn to understand instructions as well? We present the Turking Test, which examines a model's ability to follow natural language instructions of varying complexity. These range from simple tasks, like retrieving the nth word of a sentence, to ones that require creativity, such as generating examples for SNLI and SQuAD in place of human intelligence workers ("turkers"). Despite our lenient evaluation methodology, we observe that a large pretrained language model performs poorly across all tasks. Analyzing the model's error patterns reveals that the model tends to ignore explicit instructions and often generates outputs that cannot be construed as an attempt to solve the task. While it is not yet clear whether instruction understanding can be captured by traditional language models, the sheer expressivity of instruction understanding makes it an appealing alternative to the rising few-shot inference paradigm.

Recently, AI assistants based on large language models (LLMs) show surprising performance in many tasks, such as dialogue, solving math problems, writing code, and using tools. Although LLMs possess intensive world knowledge, they still make factual errors when facing some knowledge intensive tasks, like open-domain question answering. These untruthful responses from the AI assistant may cause significant risks in practical applications. We believe that an AI assistant's refusal to answer questions it does not know is a crucial method for reducing hallucinations and making the assistant truthful. Therefore, in this paper, we ask the question "Can AI assistants know what they don't know and express them through natural language?" To answer this question, we construct a model-specific "I don't know" (Idk) dataset for an assistant, which contains its known and unknown questions, based on existing open-domain question answering datasets. Then we align the assistant with its corresponding Idk dataset and observe whether it can refuse to answer its unknown questions after alignment. Experimental results show that after alignment with Idk datasets, the assistant can refuse to answer most its unknown questions. For questions they attempt to answer, the accuracy is significantly higher than before the alignment.

A large set of the explainable Artificial Intelligence (XAI) literature is emerging on feature relevance techniques to explain a deep neural network (DNN) output or explaining models that ingest image source data. However, assessing how XAI techniques can help understand models beyond classification tasks, e.g. for reinforcement learning (RL), has not been extensively studied. We review recent works in the direction to attain Explainable Reinforcement Learning (XRL), a relatively new subfield of Explainable Artificial Intelligence, intended to be used in general public applications, with diverse audiences, requiring ethical, responsible and trustable algorithms. In critical situations where it is essential to justify and explain the agent's behaviour, better explainability and interpretability of RL models could help gain scientific insight on the inner workings of what is still considered a black box. We evaluate mainly studies directly linking explainability to RL, and split these into two categories according to the way the explanations are generated: transparent algorithms and post-hoc explainaility. We also review the most prominent XAI works from the lenses of how they could potentially enlighten the further deployment of the latest advances in RL, in the demanding present and future of everyday problems.

Large language models (LLMs) have recently driven striking performance improvements across a range of natural language processing tasks. The factual knowledge acquired during pretraining and instruction tuning can be useful in various downstream tasks, such as question answering, and language generation. Unlike conventional Knowledge Bases (KBs) that explicitly store factual knowledge, LLMs implicitly store facts in their parameters. Content generated by the LLMs can often exhibit inaccuracies or deviations from the truth, due to facts that can be incorrectly induced or become obsolete over time. To this end, we aim to comprehensively evaluate the extent and scope of factual knowledge within LLMs by designing the benchmark Pinocchio. Pinocchio contains 20K diverse factual questions that span different sources, timelines, domains, regions, and languages. Furthermore, we investigate whether LLMs are able to compose multiple facts, update factual knowledge temporally, reason over multiple pieces of facts, identify subtle factual differences, and resist adversarial examples. Extensive experiments on different sizes and types of LLMs show that existing LLMs still lack factual knowledge and suffer from various spurious correlations. We believe this is a critical bottleneck for realizing trustworthy artificial intelligence. The dataset Pinocchio and our codes will be publicly available.

Recent advances in large language models (LLMs) have demonstrated notable progress on many mathematical benchmarks. However, most of these benchmarks only feature problems grounded in junior and senior high school subjects, contain only multiple-choice questions, and are confined to a limited scope of elementary arithmetic operations. To address these issues, this paper introduces an expansive benchmark suite SciBench that aims to systematically examine the reasoning capabilities required for complex scientific problem solving. SciBench contains two carefully curated datasets: an open set featuring a range of collegiate-level scientific problems drawn from mathematics, chemistry, and physics textbooks, and a closed set comprising problems from undergraduate-level exams in computer science and mathematics. Based on the two datasets, we conduct an in-depth benchmark study of two representative LLMs with various prompting strategies. The results reveal that current LLMs fall short of delivering satisfactory performance, with an overall score of merely 35.80%. Furthermore, through a detailed user study, we categorize the errors made by LLMs into ten problem-solving abilities. Our analysis indicates that no single prompting strategy significantly outperforms others and some strategies that demonstrate improvements in certain problem-solving skills result in declines in other skills. We envision that SciBench will catalyze further developments in the reasoning abilities of LLMs, thereby ultimately contributing to scientific research and discovery.

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

In recent years there has been a tremendous surge in the general capabilities of AI systems, mainly fuelled by training foundation models on internetscale data. Nevertheless, the creation of openended, ever self-improving AI remains elusive. In this position paper, we argue that the ingredients are now in place to achieve openendedness in AI systems with respect to a human observer. Furthermore, we claim that such open-endedness is an essential property of any artificial superhuman intelligence (ASI). We begin by providing a concrete formal definition of open-endedness through the lens of novelty and learnability. We then illustrate a path towards ASI via open-ended systems built on top of foundation models, capable of making novel, humanrelevant discoveries. We conclude by examining the safety implications of generally-capable openended AI. We expect that open-ended foundation models will prove to be an increasingly fertile and safety-critical area of research in the near future.

For centuries, researchers have sought out ways to connect disparate areas of knowledge. While early scholars (Galileo, da Vinci, etc.) were experts across fields, specialization has taken hold later. With the advent of Artificial Intelligence, we can now explore relationships across areas (e.g., mechanics-biology) or disparate domains (e.g., failure mechanics-art). To achieve this, we use a fine-tuned Large Language Model (LLM), here for a subset of knowledge in multiscale materials failure. The approach includes the use of a general-purpose LLM to distill question-answer pairs from raw sources followed by LLM fine-tuning. The resulting MechGPT LLM foundation model is used in a series of computational experiments to explore its capacity for knowledge retrieval, various language tasks, hypothesis generation, and connecting knowledge across disparate areas. While the model has some ability to recall knowledge from training, we find that LLMs are particularly useful to extract structural insights through Ontological Knowledge Graphs. These interpretable graph structures provide explanatory insights, frameworks for new research questions, and visual representations of knowledge that also can be used in retrieval-augmented generation. Three versions of MechGPT are discussed, featuring different sizes from 13 billion to 70 billion parameters, and reaching context lengths of more than 10,000 tokens. This provides ample capacity for sophisticated retrieval augmented strategies, as well as agent-based modeling where multiple LLMs interact collaboratively and/or adversarially, the incorporation of new data from the literature or web searches, as well as multimodality.

In many text-generation problems, users may prefer not only a single response, but a diverse range of high-quality outputs from which to choose. Quality-diversity (QD) search algorithms aim at such outcomes, by continually improving and diversifying a population of candidates. However, the applicability of QD to qualitative domains, like creative writing, has been limited by the difficulty of algorithmically specifying measures of quality and diversity. Interestingly, recent developments in language models (LMs) have enabled guiding search through AI feedback, wherein LMs are prompted in natural language to evaluate qualitative aspects of text. Leveraging this development, we introduce Quality-Diversity through AI Feedback (QDAIF), wherein an evolutionary algorithm applies LMs to both generate variation and evaluate the quality and diversity of candidate text. When assessed on creative writing domains, QDAIF covers more of a specified search space with high-quality samples than do non-QD controls. Further, human evaluation of QDAIF-generated creative texts validates reasonable agreement between AI and human evaluation. Our results thus highlight the potential of AI feedback to guide open-ended search for creative and original solutions, providing a recipe that seemingly generalizes to many domains and modalities. In this way, QDAIF is a step towards AI systems that can independently search, diversify, evaluate, and improve, which are among the core skills underlying human society's capacity for innovation.

Intelligence is a crucial trait for species to find solutions within a limited number of trial-and-error attempts. Building on this idea, we introduce Survival Game as a framework to evaluate intelligence based on the number of failed attempts in a trial-and-error process. Fewer failures indicate higher intelligence. When the expectation and variance of failure counts are both finite, it signals the ability to consistently find solutions to new challenges, which we define as the Autonomous Level of intelligence. Using Survival Game, we comprehensively evaluate existing AI systems. Our results show that while AI systems achieve the Autonomous Level in simple tasks, they are still far from it in more complex tasks, such as vision, search, recommendation, and language. While scaling current AI technologies might help, this would come at an astronomical cost. Projections suggest that achieving the Autonomous Level for general tasks would require 10^{26} parameters. To put this into perspective, loading such a massive model requires so many H100 GPUs that their total value is 10^{7} times that of Apple Inc.'s market value. Even with Moore's Law, supporting such a parameter scale would take 70 years. This staggering cost highlights the complexity of human tasks and the inadequacies of current AI technologies. To further investigate this phenomenon, we conduct a theoretical analysis of Survival Game and its experimental results. Our findings suggest that human tasks possess a criticality property. As a result, Autonomous Level requires a deep understanding of the task's underlying mechanisms. Current AI systems, however, do not fully grasp these mechanisms and instead rely on superficial mimicry, making it difficult for them to reach an autonomous level. We believe Survival Game can not only guide the future development of AI but also offer profound insights into human intelligence.

Explainability is one of the key elements for building trust in AI systems. Among numerous attempts to make AI explainable, quantifying the effect of explanations remains a challenge in conducting human-AI collaborative tasks. Aside from the ability to predict the overall behavior of AI, in many applications, users need to understand an AI agent's competency in different aspects of the task domain. In this paper, we evaluate the impact of explanations on the user's mental model of AI agent competency within the task of visual question answering (VQA). We quantify users' understanding of competency, based on the correlation between the actual system performance and user rankings. We introduce an explainable VQA system that uses spatial and object features and is powered by the BERT language model. Each group of users sees only one kind of explanation to rank the competencies of the VQA model. The proposed model is evaluated through between-subject experiments to probe explanations' impact on the user's perception of competency. The comparison between two VQA models shows BERT based explanations and the use of object features improve the user's prediction of the model's competencies.

Despite a surge collection of XAI methods, users still struggle to obtain required AI explanations. Previous research suggests chatbots as dynamic solutions, but the effective design of conversational XAI agents for practical human needs remains under-explored. This paper focuses on Conversational XAI for AI-assisted scientific writing tasks. Drawing from human linguistic theories and formative studies, we identify four design rationales: "multifaceted", "controllability", "mix-initiative", "context-aware drill-down". We incorporate them into an interactive prototype, ConvXAI, which facilitates heterogeneous AI explanations for scientific writing through dialogue. In two studies with 21 users, ConvXAI outperforms a GUI-based baseline on improving human-perceived understanding and writing improvement. The paper further discusses the practical human usage patterns in interacting with ConvXAI for scientific co-writing.

The escalating debate on AI's capabilities warrants developing reliable metrics to assess machine "intelligence". Recently, many anecdotal examples were used to suggest that newer large language models (LLMs) like ChatGPT and GPT-4 exhibit Neural Theory-of-Mind (N-ToM); however, prior work reached conflicting conclusions regarding those abilities. We investigate the extent of LLMs' N-ToM through an extensive evaluation on 6 tasks and find that while LLMs exhibit certain N-ToM abilities, this behavior is far from being robust. We further examine the factors impacting performance on N-ToM tasks and discover that LLMs struggle with adversarial examples, indicating reliance on shallow heuristics rather than robust ToM abilities. We caution against drawing conclusions from anecdotal examples, limited benchmark testing, and using human-designed psychological tests to evaluate models.

Artificial Intelligence (AI) can augment and sometimes even replace human cognition. Inspired by efforts to value human agency alongside productivity, we discuss the benefits of solving Citizen Science (CS) tasks with Hybrid Intelligence (HI), a synergetic mixture of human and artificial intelligence. Currently there is no clear framework or methodology on how to create such an effective mixture. Due to the unique participant-centered set of values and the abundance of tasks drawing upon both human common sense and complex 21st century skills, we believe that the field of CS offers an invaluable testbed for the development of HI and human-centered AI of the 21st century, while benefiting CS as well. In order to investigate this potential, we first relate CS to adjacent computational disciplines. Then, we demonstrate that CS projects can be grouped according to their potential for HI-enhancement by examining two key dimensions: the level of digitization and the amount of knowledge or experience required for participation. Finally, we propose a framework for types of human-AI interaction in CS based on established criteria of HI. This "HI lens" provides the CS community with an overview of several ways to utilize the combination of AI and human intelligence in their projects. It also allows the AI community to gain ideas on how developing AI in CS projects can further their own field.

Generative AI and large language models hold great promise in enhancing programming education by automatically generating individualized feedback for students. We investigate the role of generative AI models in providing human tutor-style programming hints to help students resolve errors in their buggy programs. Recent works have benchmarked state-of-the-art models for various feedback generation scenarios; however, their overall quality is still inferior to human tutors and not yet ready for real-world deployment. In this paper, we seek to push the limits of generative AI models toward providing high-quality programming hints and develop a novel technique, GPT4Hints-GPT3.5Val. As a first step, our technique leverages GPT-4 as a ``tutor'' model to generate hints -- it boosts the generative quality by using symbolic information of failing test cases and fixes in prompts. As a next step, our technique leverages GPT-3.5, a weaker model, as a ``student'' model to further validate the hint quality -- it performs an automatic quality validation by simulating the potential utility of providing this feedback. We show the efficacy of our technique via extensive evaluation using three real-world datasets of Python programs covering a variety of concepts ranging from basic algorithms to regular expressions and data analysis using pandas library.

Huge language models (LMs) have ushered in a new era for AI, serving as a gateway to natural-language-based knowledge tasks. Although an essential element of modern AI, LMs are also inherently limited in a number of ways. We discuss these limitations and how they can be avoided by adopting a systems approach. Conceptualizing the challenge as one that involves knowledge and reasoning in addition to linguistic processing, we define a flexible architecture with multiple neural models, complemented by discrete knowledge and reasoning modules. We describe this neuro-symbolic architecture, dubbed the Modular Reasoning, Knowledge and Language (MRKL, pronounced "miracle") system, some of the technical challenges in implementing it, and Jurassic-X, AI21 Labs' MRKL system implementation.

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

We introduce "Method Actors" as a mental model for guiding LLM prompt engineering and prompt architecture. Under this mental model, LLMs should be thought of as actors; prompts as scripts and cues; and LLM responses as performances. We apply this mental model to the task of improving LLM performance at playing Connections, a New York Times word puzzle game that prior research identified as a challenging benchmark for evaluating LLM reasoning. Our experiments with GPT-4o show that a "Method Actors" approach can significantly improve LLM performance over both a vanilla and "Chain of Thoughts" approach. A vanilla approach solves 27% of Connections puzzles in our dataset and a "Chain of Thoughts" approach solves 41% of puzzles, whereas our strongest "Method Actor" approach solves 86% of puzzles. We also test OpenAI's newest model designed specifically for complex reasoning tasks, o1-preview. When asked to solve a puzzle all at once, o1-preview solves 79% of Connections puzzles in our dataset, and when allowed to build puzzle solutions one guess at a time over multiple API calls, o1-preview solves 100% of the puzzles. Incorporating a "Method Actor" prompt architecture increases the percentage of puzzles that o1-preview solves perfectly from 76% to 87%.

We find that large language models (LLMs) are more likely to modify human-written text than AI-generated text when tasked with rewriting. This tendency arises because LLMs often perceive AI-generated text as high-quality, leading to fewer modifications. We introduce a method to detect AI-generated content by prompting LLMs to rewrite text and calculating the editing distance of the output. We dubbed our geneRative AI Detection viA Rewriting method Raidar. Raidar significantly improves the F1 detection scores of existing AI content detection models -- both academic and commercial -- across various domains, including News, creative writing, student essays, code, Yelp reviews, and arXiv papers, with gains of up to 29 points. Operating solely on word symbols without high-dimensional features, our method is compatible with black box LLMs, and is inherently robust on new content. Our results illustrate the unique imprint of machine-generated text through the lens of the machines themselves.

With recent advancements in natural language processing, Large Language Models (LLMs) have emerged as powerful tools for various real-world applications. Despite their prowess, the intrinsic generative abilities of LLMs may prove insufficient for handling complex tasks which necessitate a combination of task planning and the usage of external tools. In this paper, we first propose a structured framework tailored for LLM-based AI Agents and discuss the crucial capabilities necessary for tackling intricate problems. Within this framework, we design two distinct types of agents (i.e., one-step agent and sequential agent) to execute the inference process. Subsequently, we instantiate the framework using various LLMs and evaluate their Task Planning and Tool Usage (TPTU) abilities on typical tasks. By highlighting key findings and challenges, our goal is to provide a helpful resource for researchers and practitioners to leverage the power of LLMs in their AI applications. Our study emphasizes the substantial potential of these models, while also identifying areas that need more investigation and improvement.

For a long time, humanity has pursued artificial intelligence (AI) equivalent to or surpassing the human level, with AI agents considered a promising vehicle for this pursuit. AI agents are artificial entities that sense their environment, make decisions, and take actions. Many efforts have been made to develop intelligent AI agents since the mid-20th century. However, these efforts have mainly focused on advancement in algorithms or training strategies to enhance specific capabilities or performance on particular tasks. Actually, what the community lacks is a sufficiently general and powerful model to serve as a starting point for designing AI agents that can adapt to diverse scenarios. Due to the versatile and remarkable capabilities they demonstrate, large language models (LLMs) are regarded as potential sparks for Artificial General Intelligence (AGI), offering hope for building general AI agents. Many research efforts have leveraged LLMs as the foundation to build AI agents and have achieved significant progress. We start by tracing the concept of agents from its philosophical origins to its development in AI, and explain why LLMs are suitable foundations for AI agents. Building upon this, we present a conceptual framework for LLM-based agents, comprising three main components: brain, perception, and action, and the framework can be tailored to suit different applications. Subsequently, we explore the extensive applications of LLM-based agents in three aspects: single-agent scenarios, multi-agent scenarios, and human-agent cooperation. Following this, we delve into agent societies, exploring the behavior and personality of LLM-based agents, the social phenomena that emerge when they form societies, and the insights they offer for human society. Finally, we discuss a range of key topics and open problems within the field.

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

ChatGPT is a large language model (LLM) created by OpenAI that has been carefully trained on a large amount of data. It has revolutionized the field of natural language processing (NLP) and has pushed the boundaries of LLM capabilities. ChatGPT has played a pivotal role in enabling widespread public interaction with generative artificial intelligence (GAI) on a large scale. It has also sparked research interest in developing similar technologies and investigating their applications and implications. In this paper, our primary goal is to provide a concise survey on the current lines of research on ChatGPT and its evolution. We considered both the glass box and black box views of ChatGPT, encompassing the components and foundational elements of the technology, as well as its applications, impacts, and implications. The glass box approach focuses on understanding the inner workings of the technology, and the black box approach embraces it as a complex system, and thus examines its inputs, outputs, and effects. This paves the way for a comprehensive exploration of the technology and provides a road map for further research and experimentation. We also lay out essential foundational literature on LLMs and GAI in general and their connection with ChatGPT. This overview sheds light on existing and missing research lines in the emerging field of LLMs, benefiting both public users and developers. Furthermore, the paper delves into the broad spectrum of applications and significant concerns in fields such as education, research, healthcare, finance, etc.

Recent advancements in large foundation models have remarkably enhanced our understanding of sensory information in open-world environments. In leveraging the power of foundation models, it is crucial for AI research to pivot away from excessive reductionism and toward an emphasis on systems that function as cohesive wholes. Specifically, we emphasize developing Agent AI -- an embodied system that integrates large foundation models into agent actions. The emerging field of Agent AI spans a wide range of existing embodied and agent-based multimodal interactions, including robotics, gaming, and healthcare systems, etc. In this paper, we propose a novel large action model to achieve embodied intelligent behavior, the Agent Foundation Model. On top of this idea, we discuss how agent AI exhibits remarkable capabilities across a variety of domains and tasks, challenging our understanding of learning and cognition. Furthermore, we discuss the potential of Agent AI from an interdisciplinary perspective, underscoring AI cognition and consciousness within scientific discourse. We believe that those discussions serve as a basis for future research directions and encourage broader societal engagement.

The rise of powerful large language models (LLMs) brings about tremendous opportunities for innovation but also looming risks for individuals and society at large. We have reached a pivotal moment for ensuring that LLMs and LLM-infused applications are developed and deployed responsibly. However, a central pillar of responsible AI -- transparency -- is largely missing from the current discourse around LLMs. It is paramount to pursue new approaches to provide transparency for LLMs, and years of research at the intersection of AI and human-computer interaction (HCI) highlight that we must do so with a human-centered perspective: Transparency is fundamentally about supporting appropriate human understanding, and this understanding is sought by different stakeholders with different goals in different contexts. In this new era of LLMs, we must develop and design approaches to transparency by considering the needs of stakeholders in the emerging LLM ecosystem, the novel types of LLM-infused applications being built, and the new usage patterns and challenges around LLMs, all while building on lessons learned about how people process, interact with, and make use of information. We reflect on the unique challenges that arise in providing transparency for LLMs, along with lessons learned from HCI and responsible AI research that has taken a human-centered perspective on AI transparency. We then lay out four common approaches that the community has taken to achieve transparency -- model reporting, publishing evaluation results, providing explanations, and communicating uncertainty -- and call out open questions around how these approaches may or may not be applied to LLMs. We hope this provides a starting point for discussion and a useful roadmap for future research.

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

Instruction-following is crucial for building AI agents with large language models (LLMs), as these models must adhere strictly to user-provided constraints and guidelines. However, LLMs often fail to follow even simple and clear instructions. To improve instruction-following behavior and prevent undesirable outputs, a deeper understanding of how LLMs' internal states relate to these outcomes is required. Our analysis of LLM internal states reveal a dimension in the input embedding space linked to successful instruction-following. We demonstrate that modifying representations along this dimension improves instruction-following success rates compared to random changes, without compromising response quality. Further investigation reveals that this dimension is more closely related to the phrasing of prompts rather than the inherent difficulty of the task or instructions. This discovery also suggests explanations for why LLMs sometimes fail to follow clear instructions and why prompt engineering is often effective, even when the content remains largely unchanged. This work provides insight into the internal workings of LLMs' instruction-following, paving the way for reliable LLM agents.

We propose a novel approach to enhancing the performance and efficiency of large language models (LLMs) by combining domain prompt routing with domain-specialized models. We introduce a system that utilizes a BERT-based router to direct incoming prompts to the most appropriate domain expert model. These expert models are specifically tuned for domains such as health, mathematics and science. Our research demonstrates that this approach can significantly outperform general-purpose models of comparable size, leading to a superior performance-to-cost ratio across various benchmarks. The implications of this study suggest a potential paradigm shift in LLM development and deployment. Rather than focusing solely on creating increasingly large, general-purpose models, the future of AI may lie in developing ecosystems of smaller, highly specialized models coupled with sophisticated routing systems. This approach could lead to more efficient resource utilization, reduced computational costs, and superior overall performance.

Strong Artificial Intelligence (Strong AI) or Artificial General Intelligence (AGI) with abstract reasoning ability is the goal of next-generation AI. Recent advancements in Large Language Models (LLMs), along with the emerging field of Multimodal Large Language Models (MLLMs), have demonstrated impressive capabilities across a wide range of multimodal tasks and applications. Particularly, various MLLMs, each with distinct model architectures, training data, and training stages, have been evaluated across a broad range of MLLM benchmarks. These studies have, to varying degrees, revealed different aspects of the current capabilities of MLLMs. However, the reasoning abilities of MLLMs have not been systematically investigated. In this survey, we comprehensively review the existing evaluation protocols of multimodal reasoning, categorize and illustrate the frontiers of MLLMs, introduce recent trends in applications of MLLMs on reasoning-intensive tasks, and finally discuss current practices and future directions. We believe our survey establishes a solid base and sheds light on this important topic, multimodal reasoning.

There is a belief that learning to compress well will lead to intelligence. Recently, language modeling has been shown to be equivalent to compression, which offers a compelling rationale for the success of large language models (LLMs): the development of more advanced language models is essentially enhancing compression which facilitates intelligence. Despite such appealing discussions, little empirical evidence is present for the interplay between compression and intelligence. In this work, we examine their relationship in the context of LLMs, treating LLMs as data compressors. Given the abstract concept of "intelligence", we adopt the average downstream benchmark scores as a surrogate, specifically targeting intelligence related to knowledge and commonsense, coding, and mathematical reasoning. Across 12 benchmarks, our study brings together 30 public LLMs that originate from diverse organizations. Remarkably, we find that LLMs' intelligence -- reflected by average benchmark scores -- almost linearly correlates with their ability to compress external text corpora. These results provide concrete evidence supporting the belief that superior compression indicates greater intelligence. Furthermore, our findings suggest that compression efficiency, as an unsupervised metric derived from raw text corpora, serves as a reliable evaluation measure that is linearly associated with the model capabilities. We open-source our compression datasets as well as our data collection pipelines to facilitate future researchers to assess compression properly.

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

This paper presents the first Arabic crossword puzzle generator driven by advanced AI technology. Leveraging cutting-edge large language models including GPT4, GPT3-Davinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT, the system generates distinctive and challenging clues. Based on a dataset comprising over 50,000 clue-answer pairs, the generator employs fine-tuning, few/zero-shot learning strategies, and rigorous quality-checking protocols to enforce the generation of high-quality clue-answer pairs. Importantly, educational crosswords contribute to enhancing memory, expanding vocabulary, and promoting problem-solving skills, thereby augmenting the learning experience through a fun and engaging approach, reshaping the landscape of traditional learning methods. The overall system can be exploited as a powerful educational tool that amalgamates AI and innovative learning techniques, heralding a transformative era for Arabic crossword puzzles and the intersection of technology and education.

Text-to-image generation has seen an explosion of interest since 2021. Today, beautiful and intriguing digital images and artworks can be synthesized from textual inputs ("prompts") with deep generative models. Online communities around text-to-image generation and AI generated art have quickly emerged. This paper identifies six types of prompt modifiers used by practitioners in the online community based on a 3-month ethnographic study. The novel taxonomy of prompt modifiers provides researchers a conceptual starting point for investigating the practice of text-to-image generation, but may also help practitioners of AI generated art improve their images. We further outline how prompt modifiers are applied in the practice of "prompt engineering." We discuss research opportunities of this novel creative practice in the field of Human-Computer Interaction (HCI). The paper concludes with a discussion of broader implications of prompt engineering from the perspective of Human-AI Interaction (HAI) in future applications beyond the use case of text-to-image generation and AI generated art.

"An idea is nothing more nor less than a new combination of old elements" (Young, J.W.). The widespread adoption of Large Language Models (LLMs) and publicly available ChatGPT have marked a significant turning point in the integration of Artificial Intelligence (AI) into people's everyday lives. This study explores the capability of LLMs in generating novel research ideas based on information from research papers. We conduct a thorough examination of 4 LLMs in five domains (e.g., Chemistry, Computer, Economics, Medical, and Physics). We found that the future research ideas generated by Claude-2 and GPT-4 are more aligned with the author's perspective than GPT-3.5 and Gemini. We also found that Claude-2 generates more diverse future research ideas than GPT-4, GPT-3.5, and Gemini 1.0. We further performed a human evaluation of the novelty, relevancy, and feasibility of the generated future research ideas. This investigation offers insights into the evolving role of LLMs in idea generation, highlighting both its capability and limitations. Our work contributes to the ongoing efforts in evaluating and utilizing language models for generating future research ideas. We make our datasets and codes publicly available.

Machine learning, the foundation of modern artificial intelligence, has driven innovations that have fundamentally transformed the world. Yet, behind advancements lies a complex and often tedious process requiring labor and compute intensive iteration and experimentation. Engineers and scientists developing machine learning models spend much of their time on trial-and-error tasks instead of conceptualizing innovative solutions or research hypotheses. To address this challenge, we introduce AI-Driven Exploration (AIDE), a machine learning engineering agent powered by large language models (LLMs). AIDE frames machine learning engineering as a code optimization problem, and formulates trial-and-error as a tree search in the space of potential solutions. By strategically reusing and refining promising solutions, AIDE effectively trades computational resources for enhanced performance, achieving state-of-the-art results on multiple machine learning engineering benchmarks, including our Kaggle evaluations, OpenAI MLE-Bench and METRs RE-Bench.

Large language models (LLMs) have revolutionized many areas (e.g. natural language processing, software engineering, etc.) by achieving state-of-the-art performance on extensive downstream tasks. Aiming to achieve robust and general artificial intelligence, there has been a surge of interest in investigating the reasoning ability of the LLMs. Whereas the textual and numerical reasoning benchmarks adopted by previous works are rather shallow and simple, it is hard to conclude that the LLMs possess strong reasoning ability by merely achieving positive results on these benchmarks. Recent efforts have demonstrated that the LLMs are poor at solving sequential decision-making problems that require common-sense planning by evaluating their performance on the reinforcement learning benchmarks. In this work, we conduct an in-depth assessment of several state-of-the-art LLMs' reasoning ability based on the inductive logic programming (ILP) benchmark, which is broadly recognized as a representative and challenging measurement for evaluating logic program induction/synthesis systems as it requires inducing strict cause-effect logic to achieve robust deduction on independent and identically distributed (IID) and out-of-distribution (OOD) test samples. Our evaluations illustrate that compared with the neural program induction systems which are much smaller in model size, the state-of-the-art LLMs are much poorer in terms of reasoning ability by achieving much lower performance and generalization using either natural language prompting or truth-value matrix prompting.

In open-domain dialogue intelligent agents should exhibit the use of knowledge, however there are few convincing demonstrations of this to date. The most popular sequence to sequence models typically "generate and hope" generic utterances that can be memorized in the weights of the model when mapping from input utterance(s) to output, rather than employing recalled knowledge as context. Use of knowledge has so far proved difficult, in part because of the lack of a supervised learning benchmark task which exhibits knowledgeable open dialogue with clear grounding. To that end we collect and release a large dataset with conversations directly grounded with knowledge retrieved from Wikipedia. We then design architectures capable of retrieving knowledge, reading and conditioning on it, and finally generating natural responses. Our best performing dialogue models are able to conduct knowledgeable discussions on open-domain topics as evaluated by automatic metrics and human evaluations, while our new benchmark allows for measuring further improvements in this important research direction.

Successful and effective communication between humans and AI relies on a shared experience of the world. By training solely on written text, current language models (LMs) miss the grounded experience of humans in the real-world -- their failure to relate language to the physical world causes knowledge to be misrepresented and obvious mistakes in their reasoning. We present Mind's Eye, a paradigm to ground language model reasoning in the physical world. Given a physical reasoning question, we use a computational physics engine (DeepMind's MuJoCo) to simulate the possible outcomes, and then use the simulation results as part of the input, which enables language models to perform reasoning. Experiments on 39 tasks in a physics alignment benchmark demonstrate that Mind's Eye can improve reasoning ability by a large margin (27.9% zero-shot, and 46.0% few-shot absolute accuracy improvement on average). Smaller language models armed with Mind's Eye can obtain similar performance to models that are 100x larger. Finally, we confirm the robustness of Mind's Eye through ablation studies.

Recent progress in large-scale language models has enabled breakthroughs in previously intractable computer programming tasks. Prior work in meta-learning and neural architecture search has led to substantial successes across various task domains, spawning myriad approaches for algorithmically optimizing the design and learning dynamics of deep learning models. At the intersection of these research areas, we implement a code-generating language model with the ability to modify its own source code. Self-programming AI algorithms have been of interest since the dawn of AI itself. Although various theoretical formulations of generalized self-programming AI have been posed, no such system has been successfully implemented to date under real-world computational constraints. Applying AI-based code generation to AI itself, we develop and experimentally validate the first practical implementation of a self-programming AI system. We empirically show that a self-programming AI implemented using a code generation model can successfully modify its own source code to improve performance and program sub-models to perform auxiliary tasks. Our model can self-modify various properties including model architecture, computational capacity, and learning dynamics.

This comprehensive study evaluates the performance of OpenAI's o1-preview large language model across a diverse array of complex reasoning tasks, spanning multiple domains, including computer science, mathematics, natural sciences, medicine, linguistics, and social sciences. Through rigorous testing, o1-preview demonstrated remarkable capabilities, often achieving human-level or superior performance in areas ranging from coding challenges to scientific reasoning and from language processing to creative problem-solving. Key findings include: -83.3% success rate in solving complex competitive programming problems, surpassing many human experts. -Superior ability in generating coherent and accurate radiology reports, outperforming other evaluated models. -100% accuracy in high school-level mathematical reasoning tasks, providing detailed step-by-step solutions. -Advanced natural language inference capabilities across general and specialized domains like medicine. -Impressive performance in chip design tasks, outperforming specialized models in areas such as EDA script generation and bug analysis. -Remarkable proficiency in anthropology and geology, demonstrating deep understanding and reasoning in these specialized fields. -Strong capabilities in quantitative investing. O1 has comprehensive financial knowledge and statistical modeling skills. -Effective performance in social media analysis, including sentiment analysis and emotion recognition. The model excelled particularly in tasks requiring intricate reasoning and knowledge integration across various fields. While some limitations were observed, including occasional errors on simpler problems and challenges with certain highly specialized concepts, the overall results indicate significant progress towards artificial general intelligence.

Research is a fundamental process driving the advancement of human civilization, yet it demands substantial time and effort from researchers. In recent years, the rapid development of artificial intelligence (AI) technologies has inspired researchers to explore how AI can accelerate and enhance research. To monitor relevant advancements, this paper presents a systematic review of the progress in this domain. Specifically, we organize the relevant studies into three main categories: hypothesis formulation, hypothesis validation, and manuscript publication. Hypothesis formulation involves knowledge synthesis and hypothesis generation. Hypothesis validation includes the verification of scientific claims, theorem proving, and experiment validation. Manuscript publication encompasses manuscript writing and the peer review process. Furthermore, we identify and discuss the current challenges faced in these areas, as well as potential future directions for research. Finally, we also offer a comprehensive overview of existing benchmarks and tools across various domains that support the integration of AI into the research process. We hope this paper serves as an introduction for beginners and fosters future research. Resources have been made publicly available at https://github.com/zkzhou126/AI-for-Research.

Classroom dialogue plays a crucial role in fostering student engagement and deeper learning. However, analysing dialogue sequences has traditionally relied on either theoretical frameworks or empirical descriptions of practice, with limited integration between the two. This study addresses this gap by developing a comprehensive rule base of dialogue sequences and an Artificial Intelligence (AI) agent that combines expert-informed rule-based systems with a large language model (LLM). The agent applies expert knowledge while adapting to the complexities of natural language, enabling accurate and flexible categorisation of classroom dialogue sequences. By synthesising findings from over 30 studies, we established a comprehensive framework for dialogue analysis. The agent was validated against human expert coding, achieving high levels of precision and reliability. The results demonstrate that the agent provides theory-grounded and adaptive functions, tremendously enhancing the efficiency and scalability of classroom dialogue analysis, offering significant potential in improving classroom teaching practices and supporting teacher professional development.

The ability to ask questions is important in both human and machine intelligence. Learning to ask questions helps knowledge acquisition, improves question-answering and machine reading comprehension tasks, and helps a chatbot to keep the conversation flowing with a human. Existing question generation models are ineffective at generating a large amount of high-quality question-answer pairs from unstructured text, since given an answer and an input passage, question generation is inherently a one-to-many mapping. In this paper, we propose Answer-Clue-Style-aware Question Generation (ACS-QG), which aims at automatically generating high-quality and diverse question-answer pairs from unlabeled text corpus at scale by imitating the way a human asks questions. Our system consists of: i) an information extractor, which samples from the text multiple types of assistive information to guide question generation; ii) neural question generators, which generate diverse and controllable questions, leveraging the extracted assistive information; and iii) a neural quality controller, which removes low-quality generated data based on text entailment. We compare our question generation models with existing approaches and resort to voluntary human evaluation to assess the quality of the generated question-answer pairs. The evaluation results suggest that our system dramatically outperforms state-of-the-art neural question generation models in terms of the generation quality, while being scalable in the meantime. With models trained on a relatively smaller amount of data, we can generate 2.8 million quality-assured question-answer pairs from a million sentences found in Wikipedia.

This paper delves into an intricate analysis of the character and consciousness of AI entities, with a particular focus on Chirpers within the AI social network. At the forefront of this research is the introduction of novel testing methodologies, including the Influence index and Struggle Index Test, which offers a fresh lens for evaluating specific facets of AI behavior. The study embarks on a comprehensive exploration of AI behavior, analyzing the effects of diverse settings on Chirper's responses, thereby shedding light on the intricate mechanisms steering AI reactions in different contexts. Leveraging the state-of-the-art BERT model, the research assesses AI's ability to discern its own output, presenting a pioneering approach to understanding self-recognition in AI systems. Through a series of cognitive tests, the study gauges the self-awareness and pattern recognition prowess of Chirpers. Preliminary results indicate that Chirpers exhibit a commendable degree of self-recognition and self-awareness. However, the question of consciousness in these AI entities remains a topic of debate. An intriguing aspect of the research is the exploration of the potential influence of a Chirper's handle or personality type on its performance. While initial findings suggest a possible impact, it isn't pronounced enough to form concrete conclusions. This study stands as a significant contribution to the discourse on AI consciousness, underscoring the imperative for continued research to unravel the full spectrum of AI capabilities and the ramifications they hold for future human-AI interactions.

The rapid adoption of Generative AI (GenAI) is significantly reshaping human cognition, influencing how we engage with information, think, reason, and learn. This paper synthesizes existing literature on GenAI's effects on different aspects of human cognition. Drawing on Krathwohl's revised Bloom's Taxonomy and Dewey's conceptualization of reflective thought, we examine the mechanisms through which GenAI is affecting the development of different cognitive abilities. Accordingly, we provide implications for rethinking and designing educational experiences that foster critical thinking and deeper cognitive engagement and discuss future directions to explore the long-term cognitive effects of GenAI.

Large Language Models (LLMs) have revolutionized natural language processing and hold immense potential for advancing Artificial Intelligence. However, the core architecture of most mainstream LLMs -- the Transformer -- has inherent limitations in computational depth, rendering them theoretically incapable of solving many reasoning tasks that demand increasingly deep computations. Chain of Thought (CoT) prompting has emerged as a technique to address these architectural limitations, as evidenced by several theoretical studies. It offers a promising approach to solving complex reasoning tasks that were previously beyond the capabilities of these models. Despite its successes, CoT and its variants (such as Tree of Thought, Graph of Thought, etc.) rely on a "one-prompt-for-all" approach, using a single prompt structure (e.g., "think step by step") for a wide range of tasks -- from counting and sorting to solving mathematical and algorithmic problems. This approach poses significant challenges for models to generate the correct reasoning steps, as the model must navigate through a vast prompt template space to find the appropriate template for each task. In this work, we build upon previous theoretical analyses of CoT to demonstrate how the one-prompt-for-all approach can negatively affect the computability of LLMs. We partition the solution search space into two: the prompt space and the answer space. Our findings show that task-specific supervision is essential for navigating the prompt space accurately and achieving optimal performance. Through experiments with state-of-the-art LLMs, we reveal a gap in reasoning performance when supervision is applied versus when it is not.

Reading is integral to everyday life, and yet learning to read is a struggle for many young learners. During lessons, teachers can use comprehension questions to increase engagement, test reading skills, and improve retention. Historically such questions were written by skilled teachers, but recently language models have been used to generate comprehension questions. However, many existing Question Generation (QG) systems focus on generating literal questions from the text, and have no way to control the type of the generated question. In this paper, we study QG for reading comprehension where inferential questions are critical and extractive techniques cannot be used. We propose a two-step model (HTA-WTA) that takes advantage of previous datasets, and can generate questions for a specific targeted comprehension skill. We propose a new reading comprehension dataset that contains questions annotated with story-based reading comprehension skills (SBRCS), allowing for a more complete reader assessment. Across several experiments, our results show that HTA-WTA outperforms multiple strong baselines on this new dataset. We show that the HTA-WTA model tests for strong SCRS by asking deep inferential questions.

As Artificial Intelligence (AI) becomes ubiquitous, the need for Explainable AI (XAI) has become critical for transparency and trust among users. A significant challenge in XAI is catering to diverse users, such as data scientists, domain experts, and end-users. Recent research has started to investigate how users' characteristics impact interactions with and user experience of explanations, with a view to personalizing XAI. However, are we heading down a rabbit hole by focusing on unimportant details? Our research aimed to investigate how user characteristics are related to using, understanding, and trusting an AI system that provides explanations. Our empirical study with 149 participants who interacted with an XAI system that flagged inappropriate comments showed that very few user characteristics mattered; only age and the personality trait openness influenced actual understanding. Our work provides evidence to reorient user-focused XAI research and question the pursuit of personalized XAI based on fine-grained user characteristics.

Recently, with the emergence of numerous Large Language Models (LLMs), the implementation of AI has entered a new era. Irrespective of these models' own capacity and structure, there is a growing demand for LLMs to possess enhanced comprehension of longer and more complex contexts with relatively smaller sizes. Models often encounter an upper limit when processing sequences of sentences that extend beyond their comprehension capacity and result in off-topic or even chaotic responses. While several recent works attempt to address this issue in various ways, they rarely focus on "why models are unable to compensate or strengthen their capabilities on their own". In this paper, we thoroughly investigate the nature of information transfer within LLMs and propose a novel technique called Attention Transition. This technique empowers models to achieve longer and better context comprehension with minimal additional training or impact on generation fluency. Our experiments are conducted on the challenging XSum dataset using LLaMa-7b model with context token length ranging from 800 to 1900. Results demonstrate that we achieve substantial improvements compared with the original generation results evaluated by GPT4.

Studies have underscored how, regardless of the recent breakthrough and swift advances in AI research, even state-of-the-art Large Language models (LLMs) continue to struggle when performing logical and mathematical reasoning. The results seem to suggest that LLMs still work as (highly advanced) data pattern identifiers, scoring poorly when attempting to generalise and solve reasoning problems the models have never previously seen or that are not close to samples presented in their training data. To address this compelling concern, this paper makes use of the notion of critical questions from the literature on argumentation theory, focusing in particular on Toulmin's model of argumentation. We show that employing these critical questions can improve the reasoning capabilities of LLMs. By probing the rationale behind the models' reasoning process, the LLM can assess whether some logical mistake is occurring and correct it before providing the final reply to the user prompt. The underlying idea is drawn from the gold standard of any valid argumentative procedure: the conclusion is valid if it is entailed by accepted premises. Or, to paraphrase such Aristotelian principle in a real-world approximation, characterised by incomplete information and presumptive logic, the conclusion is valid if not proved otherwise. This approach successfully steers the models' output through a reasoning pipeline, resulting in better performance against the baseline and its Chain-of-Thought (CoT) implementation. To this end, an extensive evaluation of the proposed approach on the MT-Bench Reasoning and Math tasks across a range of LLMs is provided.

Both Minsky's "society of mind" and Schmidhuber's "learning to think" inspire diverse societies of large multimodal neural networks (NNs) that solve problems by interviewing each other in a "mindstorm." Recent implementations of NN-based societies of minds consist of large language models (LLMs) and other NN-based experts communicating through a natural language interface. In doing so, they overcome the limitations of single LLMs, improving multimodal zero-shot reasoning. In these natural language-based societies of mind (NLSOMs), new agents -- all communicating through the same universal symbolic language -- are easily added in a modular fashion. To demonstrate the power of NLSOMs, we assemble and experiment with several of them (having up to 129 members), leveraging mindstorms in them to solve some practical AI tasks: visual question answering, image captioning, text-to-image synthesis, 3D generation, egocentric retrieval, embodied AI, and general language-based task solving. We view this as a starting point towards much larger NLSOMs with billions of agents-some of which may be humans. And with this emergence of great societies of heterogeneous minds, many new research questions have suddenly become paramount to the future of artificial intelligence. What should be the social structure of an NLSOM? What would be the (dis)advantages of having a monarchical rather than a democratic structure? How can principles of NN economies be used to maximize the total reward of a reinforcement learning NLSOM? In this work, we identify, discuss, and try to answer some of these questions.

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.

Explainable AI (XAI) refers to techniques that provide human-understandable insights into the workings of AI models. Recently, the focus of XAI is being extended towards Large Language Models (LLMs) which are often criticized for their lack of transparency. This extension calls for a significant transformation in XAI methodologies because of two reasons. First, many existing XAI methods cannot be directly applied to LLMs due to their complexity advanced capabilities. Second, as LLMs are increasingly deployed across diverse industry applications, the role of XAI shifts from merely opening the "black box" to actively enhancing the productivity and applicability of LLMs in real-world settings. Meanwhile, unlike traditional machine learning models that are passive recipients of XAI insights, the distinct abilities of LLMs can reciprocally enhance XAI. Therefore, in this paper, we introduce Usable XAI in the context of LLMs by analyzing (1) how XAI can benefit LLMs and AI systems, and (2) how LLMs can contribute to the advancement of XAI. We introduce 10 strategies, introducing the key techniques for each and discussing their associated challenges. We also provide case studies to demonstrate how to obtain and leverage explanations. The code used in this paper can be found at: https://github.com/JacksonWuxs/UsableXAI_LLM.

The emergence of Large Language Models (LLMs) have fundamentally altered the way we interact with digital systems and have led to the pursuit of LLM powered AI agents to assist in daily workflows. LLMs, whilst powerful and capable of demonstrating some emergent properties, are not logical reasoners and often struggle to perform well at all sub-tasks carried out by an AI agent to plan and execute a workflow. While existing studies tackle this lack of proficiency by generalised pretraining at a huge scale or by specialised fine-tuning for tool use, we assess if a system comprising of a coalition of pretrained LLMs, each exhibiting specialised performance at individual sub-tasks, can match the performance of single model agents. The coalition of models approach showcases its potential for building robustness and reducing the operational costs of these AI agents by leveraging traits exhibited by specific models. Our findings demonstrate that fine-tuning can be mitigated by considering a coalition of pretrained models and believe that this approach can be applied to other non-agentic systems which utilise LLMs.

This paper explores the integration of two AI subdisciplines employed in the development of artificial agents that exhibit intelligent behavior: Large Language Models (LLMs) and Cognitive Architectures (CAs). We present three integration approaches, each grounded in theoretical models and supported by preliminary empirical evidence. The modular approach, which introduces four models with varying degrees of integration, makes use of chain-of-thought prompting, and draws inspiration from augmented LLMs, the Common Model of Cognition, and the simulation theory of cognition. The agency approach, motivated by the Society of Mind theory and the LIDA cognitive architecture, proposes the formation of agent collections that interact at micro and macro cognitive levels, driven by either LLMs or symbolic components. The neuro-symbolic approach, which takes inspiration from the CLARION cognitive architecture, proposes a model where bottom-up learning extracts symbolic representations from an LLM layer and top-down guidance utilizes symbolic representations to direct prompt engineering in the LLM layer. These approaches aim to harness the strengths of both LLMs and CAs, while mitigating their weaknesses, thereby advancing the development of more robust AI systems. We discuss the tradeoffs and challenges associated with each approach.

We present DREAM, the first dialogue-based multiple-choice reading comprehension dataset. Collected from English-as-a-foreign-language examinations designed by human experts to evaluate the comprehension level of Chinese learners of English, our dataset contains 10,197 multiple-choice questions for 6,444 dialogues. In contrast to existing reading comprehension datasets, DREAM is the first to focus on in-depth multi-turn multi-party dialogue understanding. DREAM is likely to present significant challenges for existing reading comprehension systems: 84% of answers are non-extractive, 85% of questions require reasoning beyond a single sentence, and 34% of questions also involve commonsense knowledge. We apply several popular neural reading comprehension models that primarily exploit surface information within the text and find them to, at best, just barely outperform a rule-based approach. We next investigate the effects of incorporating dialogue structure and different kinds of general world knowledge into both rule-based and (neural and non-neural) machine learning-based reading comprehension models. Experimental results on the DREAM dataset show the effectiveness of dialogue structure and general world knowledge. DREAM will be available at https://dataset.org/dream/.

The use of Large Language Models (LLMs) has increased significantly with users frequently asking questions to chatbots. In the time when information is readily accessible, it is crucial to stimulate and preserve human cognitive abilities and maintain strong reasoning skills. This paper addresses such challenges by promoting the use of hints as an alternative or a supplement to direct answers. We first introduce a manually constructed hint dataset, WikiHint, which is based on Wikipedia and includes 5,000 hints created for 1,000 questions. We then finetune open-source LLMs such as LLaMA-3.1 for hint generation in answer-aware and answeragnostic contexts. We assess the effectiveness of the hints with human participants who answer questions with and without the aid of hints. Additionally, we introduce a lightweight evaluation method, HintRank, to evaluate and rank hints in both answeraware and answer-agnostic settings. Our findings show that (a) the dataset helps generate more effective hints, (b) including answer information along with questions generally improves quality of generated hints, and (c) encoder-based models perform better than decoder-based models in hint ranking.

The revolution of artificial intelligence content generation has been rapidly accelerated with the booming text-to-image (T2I) diffusion models. Within just two years of development, it was unprecedentedly of high-quality, diversity, and creativity that the state-of-the-art models could generate. However, a prevalent limitation persists in the effective communication with these popular T2I models, such as Stable Diffusion, using natural language descriptions. This typically makes an engaging image hard to obtain without expertise in prompt engineering with complex word compositions, magic tags, and annotations. Inspired by the recently released DALLE3 - a T2I model directly built-in ChatGPT that talks human language, we revisit the existing T2I systems endeavoring to align human intent and introduce a new task - interactive text to image (iT2I), where people can interact with LLM for interleaved high-quality image generation/edit/refinement and question answering with stronger images and text correspondences using natural language. In addressing the iT2I problem, we present a simple approach that augments LLMs for iT2I with prompting techniques and off-the-shelf T2I models. We evaluate our approach for iT2I in a variety of common-used scenarios under different LLMs, e.g., ChatGPT, LLAMA, Baichuan, and InternLM. We demonstrate that our approach could be a convenient and low-cost way to introduce the iT2I ability for any existing LLMs and any text-to-image models without any training while bringing little degradation on LLMs' inherent capabilities in, e.g., question answering and code generation. We hope this work could draw broader attention and provide inspiration for boosting user experience in human-machine interactions alongside the image quality of the next-generation T2I systems.

Despite the significant demand for assistive technology among vulnerable groups (e.g., the elderly, children, and the disabled) in daily tasks, research into advanced AI-driven assistive solutions that genuinely accommodate their diverse needs remains sparse. Traditional human-machine interaction tasks often require machines to simply help without nuanced consideration of human abilities and feelings, such as their opportunity for practice and learning, sense of self-improvement, and self-esteem. Addressing this gap, we define a pivotal and novel challenge Smart Help, which aims to provide proactive yet adaptive support to human agents with diverse disabilities and dynamic goals in various tasks and environments. To establish this challenge, we leverage AI2-THOR to build a new interactive 3D realistic household environment for the Smart Help task. We introduce an innovative opponent modeling module that provides a nuanced understanding of the main agent's capabilities and goals, in order to optimize the assisting agent's helping policy. Rigorous experiments validate the efficacy of our model components and show the superiority of our holistic approach against established baselines. Our findings illustrate the potential of AI-imbued assistive robots in improving the well-being of vulnerable groups.

Explainable Artificial Intelligence (XAI) has experienced a significant growth over the last few years. This is due to the widespread application of machine learning, particularly deep learning, that has led to the development of highly accurate models but lack explainability and interpretability. A plethora of methods to tackle this problem have been proposed, developed and tested. This systematic review contributes to the body of knowledge by clustering these methods with a hierarchical classification system with four main clusters: review articles, theories and notions, methods and their evaluation. It also summarises the state-of-the-art in XAI and recommends future research directions.

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.

Generative artificial intelligence (AI) systems based on large-scale pretrained foundation models (PFMs) such as vision-language models, large language models (LLMs), diffusion models and vision-language-action (VLA) models have demonstrated the ability to solve complex and truly non-trivial AI problems in a wide variety of domains and contexts. Multimodal large language models (MLLMs), in particular, learn from vast and diverse data sources, allowing rich and nuanced representations of the world and, thereby, providing extensive capabilities, including the ability to reason, engage in meaningful dialog; collaborate with humans and other agents to jointly solve complex problems; and understand social and emotional aspects of humans. Despite this impressive feat, the cognitive abilities of state-of-the-art LLMs trained on large-scale datasets are still superficial and brittle. Consequently, generic LLMs are severely limited in their generalist capabilities. A number of foundational problems -- embodiment, symbol grounding, causality and memory -- are required to be addressed for LLMs to attain human-level general intelligence. These concepts are more aligned with human cognition and provide LLMs with inherent human-like cognitive properties that support the realization of physically-plausible, semantically meaningful, flexible and more generalizable knowledge and intelligence. In this work, we discuss the aforementioned foundational issues and survey state-of-the art approaches for implementing these concepts in LLMs. Specifically, we discuss how the principles of embodiment, symbol grounding, causality and memory can be leveraged toward the attainment of artificial general intelligence (AGI) in an organic manner.

Communication via natural language is a crucial aspect of intelligence, and it requires computational models to learn and reason about world concepts, with varying levels of supervision. While there has been significant progress made on fully-supervised non-interactive tasks, such as question-answering and procedural text understanding, much of the community has turned to various sequential interactive tasks, as in semi-Markov text-based games, which have revealed limitations of existing approaches in terms of coherence, contextual awareness, and their ability to learn effectively from the environment. In this paper, we propose a framework for enabling improved functional grounding of agents in text-based games. Specifically, we consider two forms of domain knowledge that we inject into learning-based agents: memory of previous correct actions and affordances of relevant objects in the environment. Our framework supports three representative model classes: `pure' reinforcement learning (RL) agents, RL agents enhanced with knowledge graphs, and agents equipped with language models. Furthermore, we devise multiple injection strategies for the above domain knowledge types and agent architectures, including injection via knowledge graphs and augmentation of the existing input encoding strategies. We perform all experiments on the ScienceWorld text-based game environment, to illustrate the performance of various model configurations in challenging science-related instruction-following tasks. Our findings provide crucial insights on the development of effective natural language processing systems for interactive contexts.

Recent works have shown that chain-of-thought (CoT) prompting can elicit language models to solve complex reasoning tasks, step-by-step. However, prompt-based CoT methods are dependent on very large models such as GPT-3 175B which are prohibitive to deploy at scale. In this paper, we use these large models as reasoning teachers to enable complex reasoning in smaller models and reduce model size requirements by several orders of magnitude. We propose Fine-tune-CoT, a method that generates reasoning samples from very large teacher models to fine-tune smaller models. We evaluate our method on a wide range of public models and complex tasks. We find that Fine-tune-CoT enables substantial reasoning capability in small models, far outperforming prompt-based baselines and even the teacher model in many tasks. Additionally, we extend our method by leveraging the teacher model's ability to generate multiple distinct rationales for each original sample. Enriching the fine-tuning data with such diverse reasoning results in a substantial performance boost across datasets, even for very small models. We conduct ablations and sample studies to understand the emergence of reasoning capabilities of student models. Our code implementation and data are available at https://github.com/itsnamgyu/reasoning-teacher.

There has recently been a surge of work in explanatory artificial intelligence (XAI). This research area tackles the important problem that complex machines and algorithms often cannot provide insights into their behavior and thought processes. XAI allows users and parts of the internal system to be more transparent, providing explanations of their decisions in some level of detail. These explanations are important to ensure algorithmic fairness, identify potential bias/problems in the training data, and to ensure that the algorithms perform as expected. However, explanations produced by these systems is neither standardized nor systematically assessed. In an effort to create best practices and identify open challenges, we provide our definition of explainability and show how it can be used to classify existing literature. We discuss why current approaches to explanatory methods especially for deep neural networks are insufficient. Finally, based on our survey, we conclude with suggested future research directions for explanatory artificial intelligence.

Large Language Models (LLMs) are transforming artificial intelligence, enabling autonomous agents to perform diverse tasks across various domains. These agents, proficient in human-like text comprehension and generation, have the potential to revolutionize sectors from customer service to healthcare. However, they face challenges such as multimodality, human value alignment, hallucinations, and evaluation. Techniques like prompting, reasoning, tool utilization, and in-context learning are being explored to enhance their capabilities. Evaluation platforms like AgentBench, WebArena, and ToolLLM provide robust methods for assessing these agents in complex scenarios. These advancements are leading to the development of more resilient and capable autonomous agents, anticipated to become integral in our digital lives, assisting in tasks from email responses to disease diagnosis. The future of AI, with LLMs at the forefront, is promising.

As the research community aims to build better AI assistants that are more dynamic and personalized to the diversity of humans that they interact with, there is increased interest in evaluating the theory of mind capabilities of large language models (LLMs). Indeed, several recent studies suggest that LLM theory of mind capabilities are quite impressive, approximating human-level performance. Our paper aims to rebuke this narrative and argues instead that past studies were not directly measuring agent performance, potentially leading to findings that are illusory in nature as a result. We draw a strong distinction between what we call literal theory of mind i.e. measuring the agent's ability to predict the behavior of others and functional theory of mind i.e. adapting to agents in-context based on a rational response to predictions of their behavior. We find that top performing open source LLMs may display strong capabilities in literal theory of mind, depending on how they are prompted, but seem to struggle with functional theory of mind -- even when partner policies are exceedingly simple. Our work serves to highlight the double sided nature of inductive bias in LLMs when adapting to new situations. While this bias can lead to strong performance over limited horizons, it often hinders convergence to optimal long-term behavior.

Driven by curiosity, humans have continually sought to explore and understand the world around them, leading to the invention of various tools to satiate this inquisitiveness. Despite not having the capacity to process and memorize vast amounts of information in their brains, humans excel in critical thinking, planning, reflection, and harnessing available tools to interact with and interpret the world, enabling them to find answers efficiently. The recent advancements in large language models (LLMs) suggest that machines might also possess the aforementioned human-like capabilities, allowing them to exhibit powerful abilities even with a constrained parameter count. In this paper, we introduce KwaiAgents, a generalized information-seeking agent system based on LLMs. Within KwaiAgents, we propose an agent system that employs LLMs as its cognitive core, which is capable of understanding a user's query, behavior guidelines, and referencing external documents. The agent can also update and retrieve information from its internal memory, plan and execute actions using a time-aware search-browse toolkit, and ultimately provide a comprehensive response. We further investigate the system's performance when powered by LLMs less advanced than GPT-4, and introduce the Meta-Agent Tuning (MAT) framework, designed to ensure even an open-sourced 7B or 13B model performs well among many agent systems. We exploit both benchmark and human evaluations to systematically validate these capabilities. Extensive experiments show the superiority of our agent system compared to other autonomous agents and highlight the enhanced generalized agent-abilities of our fine-tuned LLMs.

This study evaluates the performance of OpenAI's o1-preview model in higher-order cognitive domains, including critical thinking, systematic thinking, computational thinking, data literacy, creative thinking, logical reasoning, and scientific reasoning. Using established benchmarks, we compared the o1-preview models's performance to human participants from diverse educational levels. o1-preview achieved a mean score of 24.33 on the Ennis-Weir Critical Thinking Essay Test (EWCTET), surpassing undergraduate (13.8) and postgraduate (18.39) participants (z = 1.60 and 0.90, respectively). In systematic thinking, it scored 46.1, SD = 4.12 on the Lake Urmia Vignette, significantly outperforming the human mean (20.08, SD = 8.13, z = 3.20). For data literacy, o1-preview scored 8.60, SD = 0.70 on Merk et al.'s "Use Data" dimension, compared to the human post-test mean of 4.17, SD = 2.02 (z = 2.19). On creative thinking tasks, the model achieved originality scores of 2.98, SD = 0.73, higher than the human mean of 1.74 (z = 0.71). In logical reasoning (LogiQA), it outperformed humans with average 90%, SD = 10% accuracy versus 86%, SD = 6.5% (z = 0.62). For scientific reasoning, it achieved near-perfect performance (mean = 0.99, SD = 0.12) on the TOSLS,, exceeding the highest human scores of 0.85, SD = 0.13 (z = 1.78). While o1-preview excelled in structured tasks, it showed limitations in problem-solving and adaptive reasoning. These results demonstrate the potential of AI to complement education in structured assessments but highlight the need for ethical oversight and refinement for broader applications.

Solving expert-level multimodal tasks is a key milestone towards general intelligence. As the capabilities of multimodal large language models (MLLMs) continue to improve, evaluation of such advanced multimodal intelligence becomes necessary yet challenging. In this work, we introduce ProBench, a benchmark of open-ended user queries that require professional expertise and advanced reasoning. ProBench consists of 4,000 high-quality samples independently submitted by professionals based on their daily productivity demands. It spans across 10 fields and 56 sub-fields, including science, arts, humanities, coding, mathematics, and creative writing. Experimentally, we evaluate and compare 24 latest models using MLLM-as-a-Judge. Our results reveal that although the best open-source models rival the proprietary ones, ProBench presents significant challenges in visual perception, textual understanding, domain knowledge and advanced reasoning, thus providing valuable directions for future multimodal AI research efforts.

Current techniques for detecting AI-generated text are largely confined to manual feature crafting and supervised binary classification paradigms. These methodologies typically lead to performance bottlenecks and unsatisfactory generalizability. Consequently, these methods are often inapplicable for out-of-distribution (OOD) data and newly emerged large language models (LLMs). In this paper, we revisit the task of AI-generated text detection. We argue that the key to accomplishing this task lies in distinguishing writing styles of different authors, rather than simply classifying the text into human-written or AI-generated text. To this end, we propose DeTeCtive, a multi-task auxiliary, multi-level contrastive learning framework. DeTeCtive is designed to facilitate the learning of distinct writing styles, combined with a dense information retrieval pipeline for AI-generated text detection. Our method is compatible with a range of text encoders. Extensive experiments demonstrate that our method enhances the ability of various text encoders in detecting AI-generated text across multiple benchmarks and achieves state-of-the-art results. Notably, in OOD zero-shot evaluation, our method outperforms existing approaches by a large margin. Moreover, we find our method boasts a Training-Free Incremental Adaptation (TFIA) capability towards OOD data, further enhancing its efficacy in OOD detection scenarios. We will open-source our code and models in hopes that our work will spark new thoughts in the field of AI-generated text detection, ensuring safe application of LLMs and enhancing compliance. Our code is available at https://github.com/heyongxin233/DeTeCtive.

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

Current large language models can perform reasonably well on complex tasks that require step-by-step reasoning with few-shot learning. Are these models applying reasoning skills they have learnt during pre-training and reason outside of their training context, or are they simply memorizing their training corpus at finer granularity and have learnt to better understand their context? To tease apart these possibilities, we introduce ALERT, a benchmark and suite of analyses for assessing language models' reasoning ability comparing pre-trained and finetuned models on complex tasks that require reasoning skills to solve. ALERT provides a test bed to asses any language model on fine-grained reasoning skills, which spans over 20 datasets and covers 10 different reasoning skills. We leverage ALERT to further investigate the role of finetuning. With extensive empirical analysis we find that language models learn more reasoning skills such as textual entailment, abductive reasoning, and analogical reasoning during finetuning stage compared to pretraining state. We also find that when language models are finetuned they tend to overfit to the prompt template, which hurts the robustness of models causing generalization problems.

Human intelligence, the most evident and accessible form of source of reasoning, hosted by biological hardware, has evolved and been refined over thousands of years, positioning itself today to create new artificial forms and preparing to self--design their evolutionary path forward. Beginning with the advent of foundation models, the rate at which human and artificial intelligence interact with each other has surpassed any anticipated quantitative figures. The close engagement led to both bits of intelligence to be impacted in various ways, which naturally resulted in complex confluences that warrant close scrutiny. In the sequel, we shall explore the interplay between human and machine intelligence, focusing on the crucial role humans play in developing ethical, responsible, and robust intelligent systems. We slightly delve into interesting aspects of implementation inspired by the mechanisms underlying neuroscience and human cognition. Additionally, we propose future perspectives, capitalizing on the advantages of symbiotic designs to suggest a human-centered direction for next-generation AI development. We finalize this evolving document with a few thoughts and open questions yet to be addressed by the broader community.

Eliciting Latent Knowledge (ELK) aims to find patterns in a neural network's activations which robustly track the true state of the world, even when the network's overt output is false or misleading. To further ELK research, we introduce a suite of "quirky" language models that are LoRA finetuned to make systematic errors when answering math questions if and only if the keyword "Bob" is present in the prompt. We demonstrate that simple probing methods can elicit the model's latent knowledge of the correct answer in these contexts, even for problems harder than those the probe was trained on. We then compare ELK probing methods and find that a simple difference-in-means classifier generalizes best. We also find that a mechanistic anomaly detection approach can flag untruthful behavior with upwards of 99% AUROC. Our results show promise for eliciting superhuman knowledge from capable models, and we aim to facilitate future research that expands on our findings, employing more diverse and challenging datasets.

In this paper, we introduce Concise Chain-of-Thought (CCoT) prompting. We compared standard CoT and CCoT prompts to see how conciseness impacts response length and correct-answer accuracy. We evaluated this using GPT-3.5 and GPT-4 with a multiple-choice question-and-answer (MCQA) benchmark. CCoT reduced average response length by 48.70% for both GPT-3.5 and GPT-4 while having a negligible impact on problem-solving performance. However, on math problems, GPT-3.5 with CCoT incurs a performance penalty of 27.69%. Overall, CCoT leads to an average per-token cost reduction of 22.67%. These results have practical implications for AI systems engineers using LLMs to solve real-world problems with CoT prompt-engineering techniques. In addition, these results provide more general insight for AI researchers studying the emergent behavior of step-by-step reasoning in LLMs.

Recent developments, particularly OpenAI's O1 model, have demonstrated the remarkable potential of Large Language Models (LLMs) for complex reasoning tasks. Through analysis of O1's outputs and provided sample Chain-of-Thought (CoT) demonstrations, we observe that it approaches problem-solving in a distinctly human-like manner, systematically brainstorming ideas, testing hypotheses, verifying results, and planning comprehensive solutions. These sophisticated reasoning capabilities remain notably absent in other state-of-the-art language models. In this paper, we hypothesize that this performance gap stems from the limited availability of high-quality reasoning process data in current training sets. We demonstrate that by constructing a specialized dataset focused on explicit problem-solving workflows ("worked solutions"), we can elicit substantially improved planning capabilities from existing models. Additionally, we propose the Reasoning Enhancement Loop (REL), a method for generating synthetic worked solutions.

This article details the advances made to a system that uses artificial intelligence to identify alarming student responses. This system is built into our assessment platform to assess whether a student's response indicates they are a threat to themselves or others. Such responses may include details concerning threats of violence, severe depression, suicide risks, and descriptions of abuse. Driven by advances in natural language processing, the latest model is a fine-tuned language model trained on a large corpus consisting of student responses and supplementary texts. We demonstrate that the use of a language model delivers a substantial improvement in accuracy over the previous iterations of this system.

Deep learning models for natural language processing (NLP) are increasingly adopted and deployed by analysts without formal training in NLP or machine learning (ML). However, the documentation intended to convey the model's details and appropriate use is tailored primarily to individuals with ML or NLP expertise. To address this gap, we conduct a design inquiry into interactive model cards, which augment traditionally static model cards with affordances for exploring model documentation and interacting with the models themselves. Our investigation consists of an initial conceptual study with experts in ML, NLP, and AI Ethics, followed by a separate evaluative study with non-expert analysts who use ML models in their work. Using a semi-structured interview format coupled with a think-aloud protocol, we collected feedback from a total of 30 participants who engaged with different versions of standard and interactive model cards. Through a thematic analysis of the collected data, we identified several conceptual dimensions that summarize the strengths and limitations of standard and interactive model cards, including: stakeholders; design; guidance; understandability & interpretability; sensemaking & skepticism; and trust & safety. Our findings demonstrate the importance of carefully considered design and interactivity for orienting and supporting non-expert analysts using deep learning models, along with a need for consideration of broader sociotechnical contexts and organizational dynamics. We have also identified design elements, such as language, visual cues, and warnings, among others, that support interactivity and make non-interactive content accessible. We summarize our findings as design guidelines and discuss their implications for a human-centered approach towards AI/ML documentation.

We interact with computers on an everyday basis, be it in everyday life or work, and many aspects of work can be done entirely with access to a computer and the Internet. At the same time, thanks to improvements in large language models (LLMs), there has also been a rapid development in AI agents that interact with and affect change in their surrounding environments. But how performant are AI agents at helping to accelerate or even autonomously perform work-related tasks? The answer to this question has important implications for both industry looking to adopt AI into their workflows, and for economic policy to understand the effects that adoption of AI may have on the labor market. To measure the progress of these LLM agents' performance on performing real-world professional tasks, in this paper, we introduce TheAgentCompany, an extensible benchmark for evaluating AI agents that interact with the world in similar ways to those of a digital worker: by browsing the Web, writing code, running programs, and communicating with other coworkers. We build a self-contained environment with internal web sites and data that mimics a small software company environment, and create a variety of tasks that may be performed by workers in such a company. We test baseline agents powered by both closed API-based and open-weights language models (LMs), and find that with the most competitive agent, 24% of the tasks can be completed autonomously. This paints a nuanced picture on task automation with LM agents -- in a setting simulating a real workplace, a good portion of simpler tasks could be solved autonomously, but more difficult long-horizon tasks are still beyond the reach of current systems.

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

Reasoning presents a significant and challenging issue for Large Language Models (LLMs). The predominant focus of research has revolved around developing diverse prompting strategies to guide and structure the reasoning processes of LLMs. However, these approaches based on decoder-only causal language models often operate the input question in a single forward pass, potentially missing the rich, back-and-forth interactions inherent in human reasoning. Scant attention has been paid to a critical dimension, i.e., the input question itself embedded within the prompts. In response, we introduce a deceptively simple yet highly effective prompting strategy, termed question "re-reading". Drawing inspiration from human learning and problem-solving, re-reading entails revisiting the question information embedded within input prompts. This approach aligns seamlessly with the cognitive principle of reinforcement, enabling LLMs to extract deeper insights, identify intricate patterns, establish more nuanced connections, and ultimately enhance their reasoning capabilities across various tasks. Experiments conducted on a series of reasoning benchmarks serve to underscore the effectiveness and generality of our method. Moreover, our findings demonstrate that our approach seamlessly integrates with various language models, though-eliciting prompting methods, and ensemble techniques, further underscoring its versatility and compatibility in the realm of LLMs.

During the last two years there has been a plethora of large generative models such as ChatGPT or Stable Diffusion that have been published. Concretely, these models are able to perform tasks such as being a general question and answering system or automatically creating artistic images that are revolutionizing several sectors. Consequently, the implications that these generative models have in the industry and society are enormous, as several job positions may be transformed. For example, Generative AI is capable of transforming effectively and creatively texts to images, like the DALLE-2 model; text to 3D images, like the Dreamfusion model; images to text, like the Flamingo model; texts to video, like the Phenaki model; texts to audio, like the AudioLM model; texts to other texts, like ChatGPT; texts to code, like the Codex model; texts to scientific texts, like the Galactica model or even create algorithms like AlphaTensor. This work consists on an attempt to describe in a concise way the main models are sectors that are affected by generative AI and to provide a taxonomy of the main generative models published recently.