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Yanting Wu

Publications and source records attributed to Yanting Wu.

4 recordsLinked to original sources

UniMem: Complementary Episodic-to-Parametric Memory for Boundary-Agnostic Task Streams

Memory is essential for LLM agents to accumulate task experience and reuse task-specific execution strategies. However, real-world deployment over boundary-agnostic and evolving task streams exposes a fundamental stability-plasticity dilemma. External retrieval-based memory can rapidly absorb new evidence, but it often fails to internalize recurring execution patterns and incurs inference-time retrieval overhead. Parametric memory enables stable and efficient execution once learned, but typically relies on explicit task boundaries and fixed parameter budgets. Inspired by the human brain, which balances plasticity and stability through complementary episodic storage and gradual consolidation, we propose UniMem, a self-routing framework for autonomous memory management. UniMem uses learnable routing tokens as memory controllers, enabling adaptive coordination between complementary memory pathways: novel or sparse tasks are retained in an episodic buffer for retrieval-augmented execution, while recurring and reliable patterns are consolidated into expandable parametric memory. By decoupling task identification from task execution with routing tokens and parametric memory blocks, UniMem expands memory on demand without task labels during deployment or uncontrolled parameter growth. Experiments on long-horizon streaming task sequences show that UniMem consistently outperforms baselines while maintaining execution fidelity, achieving an average gain of 4.0 EM points across three backbone models.

cs.CL

What Do You Get from Turning on Your Video? Effects of Videoconferencing Affordances on Remote Class Experience During COVID-19

The outbreak of COVID-19 forced schools to swiftly transition from in-person classes to online or remote offerings, making educators and learners alike rely on online videoconferencing platforms. Platforms like Zoom offer audio-visual channels of communication and include features that are designed to approximate the classroom experience. However, it is not clear how students' learning experiences are affected by affordances of the videoconferencing platforms or what underlying factors explain the differential effects of these affordances on class experiences of engagement, interaction, and satisfaction. In order to find out, we conducted two online survey studies: Study 1 (N = 176) investigated the effects of three types of videoconferencing affordances (i.e., modality, interactivity, and agency affordances) on class experience during the first two months after the transition to online learning. Results showed that usage of the three kinds of affordances was positively correlated with students' class engagement, interaction, and satisfaction. Perceived anonymity, nonverbal cues, and comfort level were found to be the key mediators. In addition, students' usage of video cameras in class was influenced by their classmates. Study 2 (N = 256) tested the proposed relationships at a later stage of the pandemic and found similar results, thus serving as a constructive replication. This paper focuses on reporting the results of Study 1 since it captures the timely reactions from students when they first went online, and the second study plays a supplementary role in verifying Study 1 and thereby extending its external validity. Together, the two studies provide insights for instructors on how to leverage different videoconferencing affordances to enhance the virtual learning experience. Design implications for digital tools in online education are also discussed.

cs.HC

Longitudinal Deep Kernel Gaussian Process Regression

Gaussian processes offer an attractive framework for predictive modeling from longitudinal data, i.e., irregularly sampled, sparse observations from a set of individuals over time. However, such methods have two key shortcomings: (i) They rely on ad hoc heuristics or expensive trial and error to choose the effective kernels, and (ii) They fail to handle multilevel correlation structure in the data. We introduce Longitudinal deep kernel Gaussian process regression (L-DKGPR), which to the best of our knowledge, is the only method to overcome these limitations by fully automating the discovery of complex multilevel correlation structure from longitudinal data. Specifically, L-DKGPR eliminates the need for ad hoc heuristics or trial and error using a novel adaptation of deep kernel learning that combines the expressive power of deep neural networks with the flexibility of non-parametric kernel methods. L-DKGPR effectively learns the multilevel correlation with a novel addictive kernel that simultaneously accommodates both time-varying and the time-invariant effects. We derive an efficient algorithm to train L-DKGPR using latent space inducing points and variational inference. Results of extensive experiments on several benchmark data sets demonstrate that L-DKGPR significantly outperforms the state-of-the-art longitudinal data analysis (LDA) methods.

stat.ML

Could Interaction with Social Robots Facilitate Joint Attention of Children with Autism Spectrum Disorder?

This research addressed whether interactions with social robots could facilitate joint attention of the autism spectrum disorder (ASD). Two conditions of initiators, namely 'Human' vs. 'Robot' were measured with 15 children with ASD and 15 age-matched typically developing (TD) children. Apart from fixation and gaze transition, a new longest common subsequence (LCS) approach was proposed to analyze eye-movement traces. Results revealed that children with ASD showed deficits of joint attention. Compared to the human agent, robot facilitate less fixations towards the targets, but it attracted more attention and allowed the children to show gaze transition and to follow joint attention logic. This results highlight both potential application of LCS analysis on eye-tracking studies and of social robot to intervention.

q-bio.NC