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Daniel McFarland

Publications and source records attributed to Daniel McFarland.

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Can large language models provide useful feedback on research papers? A large-scale empirical analysis

Expert feedback lays the foundation of rigorous research. However, the rapid growth of scholarly production and intricate knowledge specialization challenge the conventional scientific feedback mechanisms. High-quality peer reviews are increasingly difficult to obtain. Researchers who are more junior or from under-resourced settings have especially hard times getting timely feedback. With the breakthrough of large language models (LLM) such as GPT-4, there is growing interest in using LLMs to generate scientific feedback on research manuscripts. However, the utility of LLM-generated feedback has not been systematically studied. To address this gap, we created an automated pipeline using GPT-4 to provide comments on the full PDFs of scientific papers. We evaluated the quality of GPT-4's feedback through two large-scale studies. We first quantitatively compared GPT-4's generated feedback with human peer reviewer feedback in 15 Nature family journals (3,096 papers in total) and the ICLR machine learning conference (1,709 papers). The overlap in the points raised by GPT-4 and by human reviewers (average overlap 30.85% for Nature journals, 39.23% for ICLR) is comparable to the overlap between two human reviewers (average overlap 28.58% for Nature journals, 35.25% for ICLR). The overlap between GPT-4 and human reviewers is larger for the weaker papers. We then conducted a prospective user study with 308 researchers from 110 US institutions in the field of AI and computational biology to understand how researchers perceive feedback generated by our GPT-4 system on their own papers. Overall, more than half (57.4%) of the users found GPT-4 generated feedback helpful/very helpful and 82.4% found it more beneficial than feedback from at least some human reviewers. While our findings show that LLM-generated feedback can help researchers, we also identify several limitations.

cs.LG

A Bayesian actor-oriented multilevel relational event model with hypothesis testing procedures

Relational event network data are becoming increasingly available. Consequently, statistical models for such data have also surfaced. These models mainly focus on the analysis of single networks, while in many applications, multiple independent event sequences are observed, which are likely to display similar social interaction dynamics. Furthermore, statistical methods for testing hypotheses about social interaction behavior are underdeveloped. Therefore, the contribution of the current paper is twofold. First, we present a multilevel extension of the dynamic actor-oriented model, which allows researchers to model sender and receiver processes separately. The multilevel formulation enables principled probabilistic borrowing of information across networks to accurately estimate drivers of social dynamics. Second, a flexible methodology is proposed to test hypotheses about common and heterogeneous social interaction drivers across relational event sequences. Social interaction data between children and teachers in classrooms are used to showcase the methodology.

stat.ME

Hierarchical Models for Relational Event Sequences

Interaction within small groups can often be represented as a sequence of events, where each event involves a sender and a recipient. Recent methods for modeling network data in continuous time model the rate at which individuals interact conditioned on the previous history of events as well as actor covariates. We present a hierarchical extension for modeling multiple such sequences, facilitating inferences about event-level dynamics and their variation across sequences. The hierarchical approach allows one to share information across sequences in a principled manner---we illustrate the efficacy of such sharing through a set of prediction experiments. After discussing methods for adequacy checking and model selection for this class of models, the method is illustrated with an analysis of high school classroom dynamics.

stat.ME