arXiv subjects

Richard G. Baraniuk

Publications and source records attributed to Richard G. Baraniuk.

At least 37 records · Page 2Linked to original sources

arXiv2024

LLM-based Cognitive Models of Students with Misconceptions

Accurately modeling student cognition is crucial for developing effective AI-driven educational technologies. A key challenge is creating realistic student models that satisfy two essential properties: (1) accurately replicating specific misconceptions, and (2) correctly solving problems where these misconceptions are not applicable. This dual requirement reflects the complex nature of student understanding, where misconceptions coexist with correct knowledge. This paper investigates whether Large Language Models (LLMs) can be instruction-tuned to meet this dual requirement and effectively simulate student thinking in algebra. We introduce MalAlgoPy, a novel Python library that generates datasets reflecting authentic student solution patterns through a graph-based representation of algebraic problem-solving. Utilizing MalAlgoPy, we define and examine Cognitive Student Models (CSMs) - LLMs instruction tuned to faithfully emulate realistic student behavior. Our findings reveal that LLMs trained on misconception examples can efficiently learn to replicate errors. However, the training diminishes the model's ability to solve problems correctly, particularly for problem types where the misconceptions are not applicable, thus failing to satisfy second property of CSMs. We demonstrate that by carefully calibrating the ratio of correct to misconception examples in the training data - sometimes as low as 0.25 - it is possible to develop CSMs that satisfy both properties. Our insights enhance our understanding of AI-based student models and pave the way for effective adaptive learning systems.

cs.HC↗

arXiv2024

Pedagogical Alignment of Large Language Models

Large Language Models (LLMs), when used in educational settings without pedagogical fine-tuning, often provide immediate answers rather than guiding students through the problem-solving process. This approach falls short of pedagogically best practices and limits their effectiveness as educational tools. We term the objective of training LLMs to emulate effective teaching strategies as `pedagogical alignment.' In this paper, we investigate Learning from Human Preferences (LHP) algorithms to achieve this alignment objective. A key challenge in this process is the scarcity of high-quality preference datasets to guide the alignment. To address this, we propose a novel approach for constructing a large-scale dataset using synthetic data generation techniques, eliminating the need for time-consuming and costly manual annotation. Leveraging this dataset, our experiments with Llama and Mistral models demonstrate that LHP methods outperform standard supervised fine-tuning (SFT), improving pedagogical alignment accuracy by 13.1% and 8.7% respectively. Existing evaluation methods also lack quantitative metrics to adequately measure the pedagogical alignment of LLMs. To address this gap, we propose novel perplexity-based metrics that quantify LLMs' tendency to provide scaffolded guidance versus direct answers, offering a robust measure of pedagogical alignment. Our analysis provides compelling evidence for the superiority of LHP methods over SFT in optimizing LLMs' behavior, underscoring the potential of LHP methods in better aligning LLMs with educational objectives and fostering effective learning experiences. Code and models are available \href{https://github.com/luffycodes/Tutorbot-Spock}{here}.

cs.CL↗

arXiv2024

Student Data Paradox and Curious Case of Single Student-Tutor Model: Regressive Side Effects of Training LLMs for Personalized Learning

The pursuit of personalized education has led to the integration of Large Language Models (LLMs) in developing intelligent tutoring systems. To better understand and adapt to individual student needs, including their misconceptions, LLMs need to be trained on extensive datasets of student-tutor dialogues. Our research uncovers a fundamental challenge in this approach: the ``Student Data Paradox.'' This paradox emerges when LLMs, trained on student data to understand learner behavior, inadvertently compromise their own factual knowledge and reasoning abilities. We investigate this paradox by training state-of-the-art language models on student-tutor dialogue datasets and evaluating their performance across multiple benchmarks. These benchmarks assess various aspects of language model capabilities, including reasoning, truthfulness, and common sense understanding. Our findings reveal significant declines in the models' performance across these diverse benchmarks, indicating a broad impact on their capabilities when trained to model student behavior. Our research makes two primary contributions: (1) empirical demonstration of the Student Data Paradox through quantitative analysis of model performance, and (2) introduction of ``hallucination tokens'' as a mitigation strategy. These tokens, while improving performance, highlight the persistent challenge of balancing accurate student behavior modeling with maintaining the LLM's integrity as an educational tool. This study emphasizes the need for innovative solutions to reconcile the conflicting goals of faithfully understanding diverse student cognition while preserving the model's ability to provide accurate information and guidance.

cs.CL↗

arXiv2024

Improving Fairness and Mitigating MADness in Generative Models

Generative models unfairly penalize data belonging to minority classes, suffer from model autophagy disorder (MADness), and learn biased estimates of the underlying distribution parameters. Our theoretical and empirical results show that training generative models with intentionally designed hypernetworks leads to models that 1) are more fair when generating datapoints belonging to minority classes 2) are more stable in a self-consumed (i.e., MAD) setting, and 3) learn parameters that are less statistically biased. To further mitigate unfairness, MADness, and bias, we introduce a regularization term that penalizes discrepancies between a generative model's estimated weights when trained on real data versus its own synthetic data. To facilitate training existing deep generative models within our framework, we offer a scalable implementation of hypernetworks that automatically generates a hypernetwork architecture for any given generative model.

cs.LG↗

arXiv2024

A Primal-Dual Framework for Transformers and Neural Networks

Self-attention is key to the remarkable success of transformers in sequence modeling tasks including many applications in natural language processing and computer vision. Like neural network layers, these attention mechanisms are often developed by heuristics and experience. To provide a principled framework for constructing attention layers in transformers, we show that the self-attention corresponds to the support vector expansion derived from a support vector regression problem, whose primal formulation has the form of a neural network layer. Using our framework, we derive popular attention layers used in practice and propose two new attentions: 1) the Batch Normalized Attention (Attention-BN) derived from the batch normalization layer and 2) the Attention with Scaled Head (Attention-SH) derived from using less training data to fit the SVR model. We empirically demonstrate the advantages of the Attention-BN and Attention-SH in reducing head redundancy, increasing the model's accuracy, and improving the model's efficiency in a variety of practical applications including image and time-series classification.

cs.LG↗

arXiv2024

The Common Intuition to Transfer Learning Can Win or Lose: Case Studies for Linear Regression

We study a fundamental transfer learning process from source to target linear regression tasks, including overparameterized settings where there are more learned parameters than data samples. The target task learning is addressed by using its training data together with the parameters previously computed for the source task. We define a transfer learning approach to the target task as a linear regression optimization with a regularization on the distance between the to-be-learned target parameters and the already-learned source parameters. We analytically characterize the generalization performance of our transfer learning approach and demonstrate its ability to resolve the peak in generalization errors in double descent phenomena of the minimum L2-norm solution to linear regression. Moreover, we show that for sufficiently related tasks, the optimally tuned transfer learning approach can outperform the optimally tuned ridge regression method, even when the true parameter vector conforms to an isotropic Gaussian prior distribution. Namely, we demonstrate that transfer learning can beat the minimum mean square error (MMSE) solution of the independent target task. Our results emphasize the ability of transfer learning to extend the solution space to the target task and, by that, to have an improved MMSE solution. We formulate the linear MMSE solution to our transfer learning setting and point out its key differences from the common design philosophy to transfer learning.

cs.LG↗

arXiv2024

Many-Shot Regurgitation (MSR) Prompting

We introduce Many-Shot Regurgitation (MSR) prompting, a new black-box membership inference attack framework for examining verbatim content reproduction in large language models (LLMs). MSR prompting involves dividing the input text into multiple segments and creating a single prompt that includes a series of faux conversation rounds between a user and a language model to elicit verbatim regurgitation. We apply MSR prompting to diverse text sources, including Wikipedia articles and open educational resources (OER) textbooks, which provide high-quality, factual content and are continuously updated over time. For each source, we curate two dataset types: one that LLMs were likely exposed to during training ($D_{\rm pre}$) and another consisting of documents published after the models' training cutoff dates ($D_{\rm post}$). To quantify the occurrence of verbatim matches, we employ the Longest Common Substring algorithm and count the frequency of matches at different length thresholds. We then use statistical measures such as Cliff's delta, Kolmogorov-Smirnov (KS) distance, and Kruskal-Wallis H test to determine whether the distribution of verbatim matches differs significantly between $D_{\rm pre}$ and $D_{\rm post}$. Our findings reveal a striking difference in the distribution of verbatim matches between $D_{\rm pre}$ and $D_{\rm post}$, with the frequency of verbatim reproduction being significantly higher when LLMs (e.g. GPT models and LLaMAs) are prompted with text from datasets they were likely trained on. For instance, when using GPT-3.5 on Wikipedia articles, we observe a substantial effect size (Cliff's delta $= -0.984$) and a large KS distance ($0.875$) between the distributions of $D_{\rm pre}$ and $D_{\rm post}$. Our results provide compelling evidence that LLMs are more prone to reproducing verbatim content when the input text is likely sourced from their training data.

cs.CL↗

arXiv2024

TITAN: Bringing The Deep Image Prior to Implicit Representations

We study the interpolation capabilities of implicit neural representations (INRs) of images. In principle, INRs promise a number of advantages, such as continuous derivatives and arbitrary sampling, being freed from the restrictions of a raster grid. However, empirically, INRs have been observed to poorly interpolate between the pixels of the fit image; in other words, they do not inherently possess a suitable prior for natural images. In this paper, we propose to address and improve INRs' interpolation capabilities by explicitly integrating image prior information into the INR architecture via deep decoder, a specific implementation of the deep image prior (DIP). Our method, which we call TITAN, leverages a residual connection from the input which enables integrating the principles of the grid-based DIP into the grid-free INR. Through super-resolution and computed tomography experiments, we demonstrate that our method significantly improves upon classic INRs, thanks to the induced natural image bias. We also find that by constraining the weights to be sparse, image quality and sharpness are enhanced, increasing the Lipschitz constant.

eess.IV↗

arXiv2024

Marking: Visual Grading with Highlighting Errors and Annotating Missing Bits

In this paper, we introduce "Marking", a novel grading task that enhances automated grading systems by performing an in-depth analysis of student responses and providing students with visual highlights. Unlike traditional systems that provide binary scores, "marking" identifies and categorizes segments of the student response as correct, incorrect, or irrelevant and detects omissions from gold answers. We introduce a new dataset meticulously curated by Subject Matter Experts specifically for this task. We frame "Marking" as an extension of the Natural Language Inference (NLI) task, which is extensively explored in the field of Natural Language Processing. The gold answer and the student response play the roles of premise and hypothesis in NLI, respectively. We subsequently train language models to identify entailment, contradiction, and neutrality from student response, akin to NLI, and with the added dimension of identifying omissions from gold answers. Our experimental setup involves the use of transformer models, specifically BERT and RoBERTa, and an intelligent training step using the e-SNLI dataset. We present extensive baseline results highlighting the complexity of the "Marking" task, which sets a clear trajectory for the upcoming study. Our work not only opens up new avenues for research in AI-powered educational assessment tools, but also provides a valuable benchmark for the AI in education community to engage with and improve upon in the future. The code and dataset can be found at https://github.com/luffycodes/marking.

cs.CL↗

arXiv2024

Automated Long Answer Grading with RiceChem Dataset

We introduce a new area of study in the field of educational Natural Language Processing: Automated Long Answer Grading (ALAG). Distinguishing itself from Automated Short Answer Grading (ASAG) and Automated Essay Grading (AEG), ALAG presents unique challenges due to the complexity and multifaceted nature of fact-based long answers. To study ALAG, we introduce RiceChem, a dataset derived from a college chemistry course, featuring real student responses to long-answer questions with an average word count notably higher than typical ASAG datasets. We propose a novel approach to ALAG by formulating it as a rubric entailment problem, employing natural language inference models to verify whether each criterion, represented by a rubric item, is addressed in the student's response. This formulation enables the effective use of MNLI for transfer learning, significantly improving the performance of models on the RiceChem dataset. We demonstrate the importance of rubric-based formulation in ALAG, showcasing its superiority over traditional score-based approaches in capturing the nuances of student responses. We also investigate the performance of models in cold start scenarios, providing valuable insights into the practical deployment considerations in educational settings. Lastly, we benchmark state-of-the-art open-sourced Large Language Models (LLMs) on RiceChem and compare their results to GPT models, highlighting the increased complexity of ALAG compared to ASAG. Despite leveraging the benefits of a rubric-based approach and transfer learning from MNLI, the lower performance of LLMs on RiceChem underscores the significant difficulty posed by the ALAG task. With this work, we offer a fresh perspective on grading long, fact-based answers and introduce a new dataset to stimulate further research in this important area. Code: \url{https://github.com/luffycodes/Automated-Long-Answer-Grading}.

cs.CL↗

arXiv2024

Boomerang: Local sampling on image manifolds using diffusion models

The inference stage of diffusion models can be seen as running a reverse-time diffusion stochastic differential equation, where samples from a Gaussian latent distribution are transformed into samples from a target distribution that usually reside on a low-dimensional manifold, e.g., an image manifold. The intermediate values between the initial latent space and the image manifold can be interpreted as noisy images, with the amount of noise determined by the forward diffusion process noise schedule. We utilize this interpretation to present Boomerang, an approach for local sampling of image manifolds. As implied by its name, Boomerang local sampling involves adding noise to an input image, moving it closer to the latent space, and then mapping it back to the image manifold through a partial reverse diffusion process. Thus, Boomerang generates images on the manifold that are ``similar,'' but nonidentical, to the original input image. We can control the proximity of the generated images to the original by adjusting the amount of noise added. Furthermore, due to the stochastic nature of the reverse diffusion process in Boomerang, the generated images display a certain degree of stochasticity, allowing us to obtain local samples from the manifold without encountering any duplicates. Boomerang offers the flexibility to work seamlessly with any pretrained diffusion model, such as Stable Diffusion, without necessitating any adjustments to the reverse diffusion process. We present three applications for Boomerang. First, we provide a framework for constructing privacy-preserving datasets having controllable degrees of anonymity. Second, we show that using Boomerang for data augmentation increases generalization performance and outperforms state-of-the-art synthetic data augmentation. Lastly, we introduce a perceptual image enhancement framework, which enables resolution enhancement.

cs.CV↗

arXiv2024

PIDformer: Transformer Meets Control Theory

In this work, we address two main shortcomings of transformer architectures: input corruption and rank collapse in their output representation. We unveil self-attention as an autonomous state-space model that inherently promotes smoothness in its solutions, leading to lower-rank outputs and diminished representation capacity. Moreover, the steady-state solution of the model is sensitive to input perturbations. We incorporate a Proportional-Integral-Derivative (PID) closed-loop feedback control system with a reference point into the model to improve robustness and representation capacity. This integration aims to preserve high-frequency details while bolstering model stability, rendering it more noise-resilient. The resulting controlled state-space model is theoretically proven robust and adept at addressing the rank collapse. Motivated by this control framework, we derive a novel class of transformers, PID-controlled Transformer (PIDformer), aimed at improving robustness and mitigating the rank-collapse issue inherent in softmax transformers. We empirically evaluate the model for advantages and robustness against baseline transformers across various practical tasks, including object classification, image segmentation, and language modeling.

cs.AI↗

arXiv2024

[Re] The Discriminative Kalman Filter for Bayesian Filtering with Nonlinear and Non-Gaussian Observation Models

Kalman filters provide a straightforward and interpretable means to estimate hidden or latent variables, and have found numerous applications in control, robotics, signal processing, and machine learning. One such application is neural decoding for neuroprostheses. In 2020, Burkhart et al. thoroughly evaluated their new version of the Kalman filter that leverages Bayes' theorem to improve filter performance for highly non-linear or non-Gaussian observation models. This work provides an open-source Python alternative to the authors' MATLAB algorithm. Specifically, we reproduce their most salient results for neuroscientific contexts and further examine the efficacy of their filter using multiple random seeds and previously unused trials from the authors' dataset. All experiments were performed offline on a single computer.

cs.LG↗

arXiv2023

Mitigating Over-smoothing in Transformers via Regularized Nonlocal Functionals

Transformers have achieved remarkable success in a wide range of natural language processing and computer vision applications. However, the representation capacity of a deep transformer model is degraded due to the over-smoothing issue in which the token representations become identical when the model's depth grows. In this work, we show that self-attention layers in transformers minimize a functional which promotes smoothness, thereby causing token uniformity. We then propose a novel regularizer that penalizes the norm of the difference between the smooth output tokens from self-attention and the input tokens to preserve the fidelity of the tokens. Minimizing the resulting regularized energy functional, we derive the Neural Transformer with a Regularized Nonlocal Functional (NeuTRENO), a novel class of transformer models that can mitigate the over-smoothing issue. We empirically demonstrate the advantages of NeuTRENO over the baseline transformers and state-of-the-art methods in reducing the over-smoothing of token representations on various practical tasks, including object classification, image segmentation, and language modeling.

cs.CL↗

arXiv2023

Code Soliloquies for Accurate Calculations in Large Language Models

High-quality conversational datasets are crucial for the successful development of Intelligent Tutoring Systems (ITS) that utilize a Large Language Model (LLM) backend. Synthetic student-teacher dialogues, generated using advanced GPT-4 models, are a common strategy for creating these datasets. However, subjects like physics that entail complex calculations pose a challenge. While GPT-4 presents impressive language processing capabilities, its limitations in fundamental mathematical reasoning curtail its efficacy for such subjects. To tackle this limitation, we introduce in this paper an innovative stateful prompt design. Our design orchestrates a mock conversation where both student and tutorbot roles are simulated by GPT-4. Each student response triggers an internal monologue, or `code soliloquy' in the GPT-tutorbot, which assesses whether its subsequent response would necessitate calculations. If a calculation is deemed necessary, it scripts the relevant Python code and uses the Python output to construct a response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our preliminary Subject Matter Expert evaluations reveal that our Higgs model, a fine-tuned LLaMA model, effectively uses Python for computations, which significantly enhances the accuracy and computational reliability of Higgs' responses. Code, models, and datasets is available at https://github.com/luffycodes/Tutorbot-Spock-Phys.

cs.CL↗

arXiv2023

CLASS: A Design Framework for building Intelligent Tutoring Systems based on Learning Science principles

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for building advanced Intelligent Tutoring Systems (ITS) powered by high-performance Large Language Models (LLMs). The CLASS framework empowers ITS with two key capabilities. First, through a carefully curated scaffolding dataset, CLASS equips ITS with essential problem-solving strategies, enabling it to provide tutor-like, step-by-step guidance to students. Second, by using a dynamic conversational dataset, CLASS assists ITS in facilitating natural language interactions, fostering engaging student-tutor conversations. The CLASS framework also provides valuable insights into ITS' internal decision-making process which allows seamless integration of user feedback, thus enabling continuous refinement and improvement. We also present a proof-of-concept ITS, referred to as SPOCK, which is trained using the CLASS framework with a focus on introductory college-level biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide encouraging responses to students. Code and models are available at https://github.com/luffycodes/Tutorbot-Spock.

cs.CL↗

arXiv2023

Asymptotics of the Sketched Pseudoinverse

We take a random matrix theory approach to random sketching and show an asymptotic first-order equivalence of the regularized sketched pseudoinverse of a positive semidefinite matrix to a certain evaluation of the resolvent of the same matrix. We focus on real-valued regularization and extend previous results on an asymptotic equivalence of random matrices to the real setting, providing a precise characterization of the equivalence even under negative regularization, including a precise characterization of the smallest nonzero eigenvalue of the sketched matrix, which may be of independent interest. We then further characterize the second-order equivalence of the sketched pseudoinverse. We also apply our results to the analysis of the sketch-and-project method and to sketched ridge regression. Lastly, we prove that these results generalize to asymptotically free sketching matrices, obtaining the resulting equivalence for orthogonal sketching matrices and comparing our results to several common sketches used in practice.

math.NA↗

arXiv2023

Novice Learner and Expert Tutor: Evaluating Math Reasoning Abilities of Large Language Models with Misconceptions

We propose novel evaluations for mathematical reasoning capabilities of Large Language Models (LLMs) based on mathematical misconceptions. Our primary approach is to simulate LLMs as a novice learner and an expert tutor, aiming to identify the incorrect answer to math question resulted from a specific misconception and to recognize the misconception(s) behind an incorrect answer, respectively. Contrary to traditional LLMs-based mathematical evaluations that focus on answering math questions correctly, our approach takes inspirations from principles in educational learning sciences. We explicitly ask LLMs to mimic a novice learner by answering questions in a specific incorrect manner based on incomplete knowledge; and to mimic an expert tutor by identifying misconception(s) corresponding to an incorrect answer to a question. Using simple grade-school math problems, our experiments reveal that, while LLMs can easily answer these questions correctly, they struggle to identify 1) the incorrect answer corresponding to specific incomplete knowledge (misconceptions); 2) the misconceptions that explain particular incorrect answers. Our study indicates new opportunities for enhancing LLMs' math reasoning capabilities, especially on developing robust student simulation and expert tutoring models in the educational applications such as intelligent tutoring systems.

cs.CL↗