Daily Papers

Exploiting pseudo labels (e.g., categories and bounding boxes) of unannotated objects produced by a teacher detector have underpinned much of recent progress in semi-supervised object detection (SSOD). However, due to the limited generalization capacity of the teacher detector caused by the scarce annotations, the produced pseudo labels often deviate from ground truth, especially those with relatively low classification confidences, thus limiting the generalization performance of SSOD. To mitigate this problem, we propose a dual pseudo-label polishing framework for SSOD. Instead of directly exploiting the pseudo labels produced by the teacher detector, we take the first attempt at reducing their deviation from ground truth using dual polishing learning, where two differently structured polishing networks are elaborately developed and trained using synthesized paired pseudo labels and the corresponding ground truth for categories and bounding boxes on the given annotated objects, respectively. By doing this, both polishing networks can infer more accurate pseudo labels for unannotated objects through sufficiently exploiting their context knowledge based on the initially produced pseudo labels, and thus improve the generalization performance of SSOD. Moreover, such a scheme can be seamlessly plugged into the existing SSOD framework for joint end-to-end learning. In addition, we propose to disentangle the polished pseudo categories and bounding boxes of unannotated objects for separate category classification and bounding box regression in SSOD, which enables introducing more unannotated objects during model training and thus further improve the performance. Experiments on both PASCAL VOC and MS COCO benchmarks demonstrate the superiority of the proposed method over existing state-of-the-art baselines.

Document layout understanding remains data-intensive despite advances in semi-supervised learning. We present a framework that enhances semi-supervised detection by fusing visual predictions with structural priors from text-pretrained LLMs via principled probabilistic weighting. Given unlabeled documents, an OCR-LLM pipeline infers hierarchical regions which are combined with teacher detector outputs through inverse-variance fusion to generate refined pseudo-labels.Our method demonstrates consistent gains across model scales. With a lightweight SwiftFormer backbone (26M params), we achieve 88.2pm0.3 AP using only 5\% labels on PubLayNet. When applied to document-pretrained LayoutLMv3 (133M params), our fusion framework reaches 89.7pm0.4 AP, surpassing both LayoutLMv3 with standard semi-supervised learning (89.1pm0.4 AP, p=0.02) and matching UDOP~udop (89.8 AP) which requires 100M+ pages of multimodal pretraining. This demonstrates that LLM structural priors are complementary to both lightweight and pretrained architectures. Key findings include: (1) learned instance-adaptive gating improves over fixed weights by +0.9 AP with data-dependent PAC bounds correctly predicting convergence; (2) open-source LLMs enable privacy-preserving deployment with minimal loss (Llama-3-70B: 87.1 AP lightweight, 89.4 AP with LayoutLMv3); (3) LLMs provide targeted semantic disambiguation (18.7\% of cases, +3.8 AP gain) beyond simple text heuristics.Total system cost includes \$12 for GPT-4o-mini API or 17 GPU-hours for local Llama-3-70B per 50K pages, amortized across training runs.

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.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

Visual anomaly detection, an important problem in computer vision, is usually formulated as a one-class classification and segmentation task. The student-teacher (S-T) framework has proved to be effective in solving this challenge. However, previous works based on S-T only empirically applied constraints on normal data and fused multi-level information. In this study, we propose an improved model called DeSTSeg, which integrates a pre-trained teacher network, a denoising student encoder-decoder, and a segmentation network into one framework. First, to strengthen the constraints on anomalous data, we introduce a denoising procedure that allows the student network to learn more robust representations. From synthetically corrupted normal images, we train the student network to match the teacher network feature of the same images without corruption. Second, to fuse the multi-level S-T features adaptively, we train a segmentation network with rich supervision from synthetic anomaly masks, achieving a substantial performance improvement. Experiments on the industrial inspection benchmark dataset demonstrate that our method achieves state-of-the-art performance, 98.6% on image-level AUC, 75.8% on pixel-level average precision, and 76.4% on instance-level average precision.

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

We aim at advancing open-vocabulary object detection, which detects objects described by arbitrary text inputs. The fundamental challenge is the availability of training data. It is costly to further scale up the number of classes contained in existing object detection datasets. To overcome this challenge, we propose ViLD, a training method via Vision and Language knowledge Distillation. Our method distills the knowledge from a pretrained open-vocabulary image classification model (teacher) into a two-stage detector (student). Specifically, we use the teacher model to encode category texts and image regions of object proposals. Then we train a student detector, whose region embeddings of detected boxes are aligned with the text and image embeddings inferred by the teacher. We benchmark on LVIS by holding out all rare categories as novel categories that are not seen during training. ViLD obtains 16.1 mask AP_r with a ResNet-50 backbone, even outperforming the supervised counterpart by 3.8. When trained with a stronger teacher model ALIGN, ViLD achieves 26.3 AP_r. The model can directly transfer to other datasets without finetuning, achieving 72.2 AP_{50} on PASCAL VOC, 36.6 AP on COCO and 11.8 AP on Objects365. On COCO, ViLD outperforms the previous state-of-the-art by 4.8 on novel AP and 11.4 on overall AP. Code and demo are open-sourced at https://github.com/tensorflow/tpu/tree/master/models/official/detection/projects/vild.

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

Recent advancements in deep-learning methods for object detection in point-cloud data have enabled numerous roadside applications, fostering improvements in transportation safety and management. However, the intricate nature of point-cloud data poses significant challenges for human-supervised labeling, resulting in substantial expenditures of time and capital. This paper addresses the issue by developing an end-to-end, scalable, and self-supervised framework for training deep object detectors tailored for roadside point-cloud data. The proposed framework leverages self-supervised, statistically modeled teachers to train off-the-shelf deep object detectors, thus circumventing the need for human supervision. The teacher models follow fine-tuned set standard practices of background filtering, object clustering, bounding-box fitting, and classification to generate noisy labels. It is presented that by training the student model over the combined noisy annotations from multitude of teachers enhances its capacity to discern background/foreground more effectively and forces it to learn diverse point-cloud-representations for object categories of interest. The evaluations, involving publicly available roadside datasets and state-of-art deep object detectors, demonstrate that the proposed framework achieves comparable performance to deep object detectors trained on human-annotated labels, despite not utilizing such human-annotations in its training process.

Recent progress in weakly supervised object detection is featured by a combination of multiple instance detection networks (MIDN) and ordinal online refinement. However, with only image-level annotation, MIDN inevitably assigns high scores to some unexpected region proposals when generating pseudo labels. These inaccurate high-scoring region proposals will mislead the training of subsequent refinement modules and thus hamper the detection performance. In this work, we explore how to ameliorate the quality of pseudo-labeling in MIDN. Formally, we devise Cyclic-Bootstrap Labeling (CBL), a novel weakly supervised object detection pipeline, which optimizes MIDN with rank information from a reliable teacher network. Specifically, we obtain this teacher network by introducing a weighted exponential moving average strategy to take advantage of various refinement modules. A novel class-specific ranking distillation algorithm is proposed to leverage the output of weighted ensembled teacher network for distilling MIDN with rank information. As a result, MIDN is guided to assign higher scores to accurate proposals among their neighboring ones, thus benefiting the subsequent pseudo labeling. Extensive experiments on the prevalent PASCAL VOC 2007 \& 2012 and COCO datasets demonstrate the superior performance of our CBL framework. Code will be available at https://github.com/Yinyf0804/WSOD-CBL/.

In this study, we dive deep into the inconsistency of pseudo targets in semi-supervised object detection (SSOD). Our core observation is that the oscillating pseudo-targets undermine the training of an accurate detector. It injects noise into the student's training, leading to severe overfitting problems. Therefore, we propose a systematic solution, termed ConsistentTeacher, to reduce the inconsistency. First, adaptive anchor assignment~(ASA) substitutes the static IoU-based strategy, which enables the student network to be resistant to noisy pseudo-bounding boxes. Then we calibrate the subtask predictions by designing a 3D feature alignment module~(FAM-3D). It allows each classification feature to adaptively query the optimal feature vector for the regression task at arbitrary scales and locations. Lastly, a Gaussian Mixture Model (GMM) dynamically revises the score threshold of pseudo-bboxes, which stabilizes the number of ground truths at an early stage and remedies the unreliable supervision signal during training. ConsistentTeacher provides strong results on a large range of SSOD evaluations. It achieves 40.0 mAP with ResNet-50 backbone given only 10% of annotated MS-COCO data, which surpasses previous baselines using pseudo labels by around 3 mAP. When trained on fully annotated MS-COCO with additional unlabeled data, the performance further increases to 47.7 mAP. Our code is available at https://github.com/Adamdad/ConsistentTeacher.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

This paper presents an end-to-end semi-supervised object detection approach, in contrast to previous more complex multi-stage methods. The end-to-end training gradually improves pseudo label qualities during the curriculum, and the more and more accurate pseudo labels in turn benefit object detection training. We also propose two simple yet effective techniques within this framework: a soft teacher mechanism where the classification loss of each unlabeled bounding box is weighed by the classification score produced by the teacher network; a box jittering approach to select reliable pseudo boxes for the learning of box regression. On the COCO benchmark, the proposed approach outperforms previous methods by a large margin under various labeling ratios, i.e. 1\%, 5\% and 10\%. Moreover, our approach proves to perform also well when the amount of labeled data is relatively large. For example, it can improve a 40.9 mAP baseline detector trained using the full COCO training set by +3.6 mAP, reaching 44.5 mAP, by leveraging the 123K unlabeled images of COCO. On the state-of-the-art Swin Transformer based object detector (58.9 mAP on test-dev), it can still significantly improve the detection accuracy by +1.5 mAP, reaching 60.4 mAP, and improve the instance segmentation accuracy by +1.2 mAP, reaching 52.4 mAP. Further incorporating with the Object365 pre-trained model, the detection accuracy reaches 61.3 mAP and the instance segmentation accuracy reaches 53.0 mAP, pushing the new state-of-the-art.

Unsupervised domain adaptive (UDA) algorithms can markedly enhance the performance of object detectors under conditions of domain shifts, thereby reducing the necessity for extensive labeling and retraining. Current domain adaptive object detection algorithms primarily cater to two-stage detectors, which tend to offer minimal improvements when directly applied to single-stage detectors such as YOLO. Intending to benefit the YOLO detector from UDA, we build a comprehensive domain adaptive architecture using a teacher-student cooperative system for the YOLO detector. In this process, we propose uncertainty learning to cope with pseudo-labeling generated by the teacher model with extreme uncertainty and leverage dynamic data augmentation to asymptotically adapt the teacher-student system to the environment. To address the inability of single-stage object detectors to align at multiple stages, we utilize a unified visual contrastive learning paradigm that aligns instance at backbone and head respectively, which steadily improves the robustness of the detectors in cross-domain tasks. In summary, we present an unsupervised domain adaptive YOLO detector based on visual contrastive learning (CLDA-YOLO), which achieves highly competitive results across multiple domain adaptive datasets without any reduction in inference speed.

Accurately detecting student behavior in classroom videos can aid in analyzing their classroom performance and improving teaching effectiveness. However, the current accuracy rate in behavior detection is low. To address this challenge, we propose the Student Classroom Behavior Detection system based on based on YOLOv7-BRA (YOLOv7 with Bi-level Routing Attention ). We identified eight different behavior patterns, including standing, sitting, speaking, listening, walking, raising hands, reading, and writing. We constructed a dataset, which contained 11,248 labels and 4,001 images, with an emphasis on the common behavior of raising hands in a classroom setting (Student Classroom Behavior dataset, SCB-Dataset). To improve detection accuracy, we added the biformer attention module to the YOLOv7 network. Finally, we fused the results from YOLOv7 CrowdHuman, SlowFast, and DeepSort models to obtain student classroom behavior data. We conducted experiments on the SCB-Dataset, and YOLOv7-BRA achieved an [email protected] of 87.1%, resulting in a 2.2% improvement over previous results. Our SCB-dataset can be downloaded from: https://github.com/Whiffe/SCB-datase

We introduce INSTRUCTOR, a new method for computing text embeddings given task instructions: every text input is embedded together with instructions explaining the use case (e.g., task and domain descriptions). Unlike encoders from prior work that are more specialized, INSTRUCTOR is a single embedder that can generate text embeddings tailored to different downstream tasks and domains, without any further training. We first annotate instructions for 330 diverse tasks and train INSTRUCTOR on this multitask mixture with a contrastive loss. We evaluate INSTRUCTOR on 70 embedding evaluation tasks (66 of which are unseen during training), ranging from classification and information retrieval to semantic textual similarity and text generation evaluation. INSTRUCTOR, while having an order of magnitude fewer parameters than the previous best model, achieves state-of-the-art performance, with an average improvement of 3.4% compared to the previous best results on the 70 diverse datasets. Our analysis suggests that INSTRUCTOR is robust to changes in instructions, and that instruction finetuning mitigates the challenge of training a single model on diverse datasets. Our model, code, and data are available at https://instructor-embedding.github.io.

Detecting anomalies in images is an important task, especially in real-time computer vision applications. In this work, we focus on computational efficiency and propose a lightweight feature extractor that processes an image in less than a millisecond on a modern GPU. We then use a student-teacher approach to detect anomalous features. We train a student network to predict the extracted features of normal, i.e., anomaly-free training images. The detection of anomalies at test time is enabled by the student failing to predict their features. We propose a training loss that hinders the student from imitating the teacher feature extractor beyond the normal images. It allows us to drastically reduce the computational cost of the student-teacher model, while improving the detection of anomalous features. We furthermore address the detection of challenging logical anomalies that involve invalid combinations of normal local features, for example, a wrong ordering of objects. We detect these anomalies by efficiently incorporating an autoencoder that analyzes images globally. We evaluate our method, called EfficientAD, on 32 datasets from three industrial anomaly detection dataset collections. EfficientAD sets new standards for both the detection and the localization of anomalies. At a latency of two milliseconds and a throughput of six hundred images per second, it enables a fast handling of anomalies. Together with its low error rate, this makes it an economical solution for real-world applications and a fruitful basis for future research.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

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.

Foreground object search (FOS) aims to find compatible foreground objects for a given background image, producing realistic composite image. We observe that competitive retrieval performance could be achieved by using a discriminator to predict the compatibility of composite image, but this approach has unaffordable time cost. To this end, we propose a novel FOS method via distilling composite feature (DiscoFOS). Specifically, the abovementioned discriminator serves as teacher network. The student network employs two encoders to extract foreground feature and background feature. Their interaction output is enforced to match the composite image feature from the teacher network. Additionally, previous works did not release their datasets, so we contribute two datasets for FOS task: S-FOSD dataset with synthetic composite images and R-FOSD dataset with real composite images. Extensive experiments on our two datasets demonstrate the superiority of the proposed method over previous approaches. The dataset and code are available at https://github.com/bcmi/Foreground-Object-Search-Dataset-FOSD.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

In this work, we focus on semi-supervised learning for video action detection. Video action detection requires spatiotemporal localization in addition to classification, and a limited amount of labels makes the model prone to unreliable predictions. We present Stable Mean Teacher, a simple end-to-end teacher-based framework that benefits from improved and temporally consistent pseudo labels. It relies on a novel Error Recovery (EoR) module, which learns from students' mistakes on labeled samples and transfers this knowledge to the teacher to improve pseudo labels for unlabeled samples. Moreover, existing spatiotemporal losses do not take temporal coherency into account and are prone to temporal inconsistencies. To address this, we present Difference of Pixels (DoP), a simple and novel constraint focused on temporal consistency, leading to coherent temporal detections. We evaluate our approach on four different spatiotemporal detection benchmarks: UCF101-24, JHMDB21, AVA, and YouTube-VOS. Our approach outperforms the supervised baselines for action detection by an average margin of 23.5% on UCF101-24, 16% on JHMDB21, and 3.3% on AVA. Using merely 10% and 20% of data, it provides competitive performance compared to the supervised baseline trained on 100% annotations on UCF101-24 and JHMDB21, respectively. We further evaluate its effectiveness on AVA for scaling to large-scale datasets and YouTube-VOS for video object segmentation, demonstrating its generalization capability to other tasks in the video domain. Code and models are publicly available.

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.

We focus on the Source Free Object Detection (SFOD) problem, when source data is unavailable during adaptation, and the model must adapt to the unlabeled target domain. In medical imaging, several approaches have leveraged a semi-supervised student-teacher architecture to bridge domain discrepancy. Context imbalance in labeled training data and significant domain shifts between domains can lead to biased teacher models that produce inaccurate pseudolabels, degrading the student model's performance and causing a mode collapse. Class imbalance, particularly when one class significantly outnumbers another, leads to contextual bias. To tackle the problem of context bias and the significant performance drop of the student model in the SFOD setting, we introduce Grounded Teacher (GT) as a standard framework. In this study, we model contextual relationships using a dedicated relational context module and leverage it to mitigate inherent biases in the model. This approach enables us to apply augmentations to closely related classes, across and within domains, enhancing the performance of underrepresented classes while keeping the effect on dominant classes minimal. We further improve the quality of predictions by implementing an expert foundational branch to supervise the student model. We validate the effectiveness of our approach in mitigating context bias under the SFOD setting through experiments on three medical datasets supported by comprehensive ablation studies. All relevant resources, including preprocessed data, trained model weights, and code, are publicly available at this https://github.com/Tajamul21/Grounded_Teacher.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

In recent years, Few-Shot Object Detection (FSOD) has gained widespread attention and made significant progress due to its ability to build models with a good generalization power using extremely limited annotated data. The fine-tuning based paradigm is currently dominating this field, where detectors are initially pre-trained on base classes with sufficient samples and then fine-tuned on novel ones with few samples, but the scarcity of labeled samples of novel classes greatly interferes precisely fitting their data distribution, thus hampering the performance. To address this issue, we propose a new framework for FSOD, namely Prototype-based Soft-labels and Test-Time Learning (PS-TTL). Specifically, we design a Test-Time Learning (TTL) module that employs a mean-teacher network for self-training to discover novel instances from test data, allowing detectors to learn better representations and classifiers for novel classes. Furthermore, we notice that even though relatively low-confidence pseudo-labels exhibit classification confusion, they still tend to recall foreground. We thus develop a Prototype-based Soft-labels (PS) strategy through assessing similarities between low-confidence pseudo-labels and category prototypes as soft-labels to unleash their potential, which substantially mitigates the constraints posed by few-shot samples. Extensive experiments on both the VOC and COCO benchmarks show that PS-TTL achieves the state-of-the-art, highlighting its effectiveness. The code and model are available at https://github.com/gaoyingjay/PS-TTL.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Recently, vision-language pre-training shows great potential in open-vocabulary object detection, where detectors trained on base classes are devised for detecting new classes. The class text embedding is firstly generated by feeding prompts to the text encoder of a pre-trained vision-language model. It is then used as the region classifier to supervise the training of a detector. The key element that leads to the success of this model is the proper prompt, which requires careful words tuning and ingenious design. To avoid laborious prompt engineering, there are some prompt representation learning methods being proposed for the image classification task, which however can only be sub-optimal solutions when applied to the detection task. In this paper, we introduce a novel method, detection prompt (DetPro), to learn continuous prompt representations for open-vocabulary object detection based on the pre-trained vision-language model. Different from the previous classification-oriented methods, DetPro has two highlights: 1) a background interpretation scheme to include the proposals in image background into the prompt training; 2) a context grading scheme to separate proposals in image foreground for tailored prompt training. We assemble DetPro with ViLD, a recent state-of-the-art open-world object detector, and conduct experiments on the LVIS as well as transfer learning on the Pascal VOC, COCO, Objects365 datasets. Experimental results show that our DetPro outperforms the baseline ViLD in all settings, e.g., +3.4 APbox and +3.0 APmask improvements on the novel classes of LVIS. Code and models are available at https://github.com/dyabel/detpro.

Large Language Models (LLMs) exhibit impressive reasoning and data augmentation capabilities in various NLP tasks. However, what about small models? In this work, we propose TeacherLM-7.1B, capable of annotating relevant fundamentals, chain of thought, and common mistakes for most NLP samples, which makes annotation more than just an answer, thus allowing other models to learn "why" instead of just "what". The TeacherLM-7.1B model achieved a zero-shot score of 52.3 on MMLU, surpassing most models with over 100B parameters. Even more remarkable is its data augmentation ability. Based on TeacherLM-7.1B, we augmented 58 NLP datasets and taught various student models with different parameters from OPT and BLOOM series in a multi-task setting. The experimental results indicate that the data augmentation provided by TeacherLM has brought significant benefits. We will release the TeacherLM series of models and augmented datasets as open-source.

State-of-the-art 3D object detectors are usually trained on large-scale datasets with high-quality 3D annotations. However, such 3D annotations are often expensive and time-consuming, which may not be practical for real applications. A natural remedy is to adopt semi-supervised learning (SSL) by leveraging a limited amount of labeled samples and abundant unlabeled samples. Current pseudolabeling-based SSL object detection methods mainly adopt a teacher-student framework, with a single fixed threshold strategy to generate supervision signals, which inevitably brings confused supervision when guiding the student network training. Besides, the data augmentation of the point cloud in the typical teacher-student framework is too weak, and only contains basic down sampling and flip-and-shift (i.e., rotate and scaling), which hinders the effective learning of feature information. Hence, we address these issues by introducing a novel approach of Hierarchical Supervision and Shuffle Data Augmentation (HSSDA), which is a simple yet effective teacher-student framework. The teacher network generates more reasonable supervision for the student network by designing a dynamic dual-threshold strategy. Besides, the shuffle data augmentation strategy is designed to strengthen the feature representation ability of the student network. Extensive experiments show that HSSDA consistently outperforms the recent state-of-the-art methods on different datasets. The code will be released at https://github.com/azhuantou/HSSDA.

The fluency and factual knowledge of large language models (LLMs) heightens the need for corresponding systems to detect whether a piece of text is machine-written. For example, students may use LLMs to complete written assignments, leaving instructors unable to accurately assess student learning. In this paper, we first demonstrate that text sampled from an LLM tends to occupy negative curvature regions of the model's log probability function. Leveraging this observation, we then define a new curvature-based criterion for judging if a passage is generated from a given LLM. This approach, which we call DetectGPT, does not require training a separate classifier, collecting a dataset of real or generated passages, or explicitly watermarking generated text. It uses only log probabilities computed by the model of interest and random perturbations of the passage from another generic pre-trained language model (e.g, T5). We find DetectGPT is more discriminative than existing zero-shot methods for model sample detection, notably improving detection of fake news articles generated by 20B parameter GPT-NeoX from 0.81 AUROC for the strongest zero-shot baseline to 0.95 AUROC for DetectGPT. See https://ericmitchell.ai/detectgpt for code, data, and other project information.

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

Masked visual modeling has attracted much attention due to its promising potential in learning generalizable representations. Typical approaches urge models to predict specific contents of masked tokens, which can be intuitively considered as teaching a student (the model) to solve given problems (predicting masked contents). Under such settings, the performance is highly correlated with mask strategies (the difficulty of provided problems). We argue that it is equally important for the model to stand in the shoes of a teacher to produce challenging problems by itself. Intuitively, patches with high values of reconstruction loss can be regarded as hard samples, and masking those hard patches naturally becomes a demanding reconstruction task. To empower the model as a teacher, we propose Hard Patches Mining (HPM), predicting patch-wise losses and subsequently determining where to mask. Technically, we introduce an auxiliary loss predictor, which is trained with a relative objective to prevent overfitting to exact loss values. Also, to gradually guide the training procedure, we propose an easy-to-hard mask strategy. Empirically, HPM brings significant improvements under both image and video benchmarks. Interestingly, solely incorporating the extra loss prediction objective leads to better representations, verifying the efficacy of determining where is hard to reconstruct. The code is available at https://github.com/Haochen-Wang409/HPM.

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.

Semi-Supervised Visual Grounding (SSVG) is a new challenge for its sparse labeled data with the need for multimodel understanding. A previous study, RefTeacher, makes the first attempt to tackle this task by adopting the teacher-student framework to provide pseudo confidence supervision and attention-based supervision. However, this approach is incompatible with current state-of-the-art visual grounding models, which follow the Transformer-based pipeline. These pipelines directly regress results without region proposals or foreground binary classification, rendering them unsuitable for fitting in RefTeacher due to the absence of confidence scores. Furthermore, the geometric difference in teacher and student inputs, stemming from different data augmentations, induces natural misalignment in attention-based constraints. To establish a compatible SSVG framework, our paper proposes the ACTive REtraining approach for Semi-Supervised Visual Grounding, abbreviated as ACTRESS. Initially, the model is enhanced by incorporating an additional quantized detection head to expose its detection confidence. Building upon this, ACTRESS consists of an active sampling strategy and a selective retraining strategy. The active sampling strategy iteratively selects high-quality pseudo labels by evaluating three crucial aspects: Faithfulness, Robustness, and Confidence, optimizing the utilization of unlabeled data. The selective retraining strategy retrains the model with periodic re-initialization of specific parameters, facilitating the model's escape from local minima. Extensive experiments demonstrates our superior performance on widely-used benchmark datasets.

Though pre-training vision-language models have demonstrated significant benefits in boosting video-text retrieval performance from large-scale web videos, fine-tuning still plays a critical role with manually annotated clips with start and end times, which requires considerable human effort. To address this issue, we explore an alternative cheaper source of annotations, single timestamps, for video-text retrieval. We initialise clips from timestamps in a heuristic way to warm up a retrieval model. Then a video clip editing method is proposed to refine the initial rough boundaries to improve retrieval performance. A student-teacher network is introduced for video clip editing. The teacher model is employed to edit the clips in the training set whereas the student model trains on the edited clips. The teacher weights are updated from the student's after the student's performance increases. Our method is model agnostic and applicable to any retrieval models. We conduct experiments based on three state-of-the-art retrieval models, COOT, VideoCLIP and CLIP4Clip. Experiments conducted on three video retrieval datasets, YouCook2, DiDeMo and ActivityNet-Captions show that our edited clips consistently improve retrieval performance over initial clips across all the three retrieval models.

We focus on the source-free domain adaptive object detection (SF-DAOD) problem when source data is unavailable during adaptation and the model must adapt to an unlabeled target domain. The majority of approaches for the problem employ a self-supervised approach using a student-teacher (ST) framework where pseudo-labels are generated via a source-pretrained model for further fine-tuning. We observe that the performance of a student model often degrades drastically, due to the collapse of the teacher model, primarily caused by high noise in pseudo-labels, resulting from domain bias, discrepancies, and a significant domain shift across domains. To obtain reliable pseudo-labels, we propose a Target-based Iterative Query-Token Adversarial Network (TITAN), which separates the target images into two subsets: those similar to the source (easy) and those dissimilar (hard). We propose a strategy to estimate variance to partition the target domain. This approach leverages the insight that higher detection variances correspond to higher recall and greater similarity to the source domain. Also, we incorporate query-token-based adversarial modules into a student-teacher baseline framework to reduce the domain gaps between two feature representations. Experiments conducted on four natural imaging datasets and two challenging medical datasets have substantiated the superior performance of TITAN compared to existing state-of-the-art (SOTA) methodologies. We report an mAP improvement of +22.7, +22.2, +21.1, and +3.7 percent over the current SOTA on C2F, C2B, S2C, and K2C benchmarks, respectively.

Semi-supervised instance segmentation poses challenges due to limited labeled data, causing difficulties in accurately localizing distinct object instances. Current teacher-student frameworks still suffer from performance constraints due to unreliable pseudo-label quality stemming from limited labeled data. While the Segment Anything Model (SAM) offers robust segmentation capabilities at various granularities, directly applying SAM to this task introduces challenges such as class-agnostic predictions and potential over-segmentation. To address these complexities, we carefully integrate SAM into the semi-supervised instance segmentation framework, developing a novel distillation method that effectively captures the precise localization capabilities of SAM without compromising semantic recognition. Furthermore, we incorporate pseudo-label refinement as well as a specialized data augmentation with the refined pseudo-labels, resulting in superior performance. We establish state-of-the-art performance, and provide comprehensive experiments and ablation studies to validate the effectiveness of our proposed approach.

We study the problem of determining whether a piece of text has been authored by a human or by a large language model (LLM). Existing state of the art logits-based detectors make use of statistics derived from the log-probability of the observed text evaluated using the distribution function of a given source LLM. However, relying solely on log probabilities can be sub-optimal. In response, we introduce AdaDetectGPT -- a novel classifier that adaptively learns a witness function from training data to enhance the performance of logits-based detectors. We provide statistical guarantees on its true positive rate, false positive rate, true negative rate and false negative rate. Extensive numerical studies show AdaDetectGPT nearly uniformly improves the state-of-the-art method in various combination of datasets and LLMs, and the improvement can reach up to 58%. A python implementation of our method is available at https://github.com/Mamba413/AdaDetectGPT.

Purpose: Automating tasks such as lung tumor localization and segmentation in radiological images can free valuable time for radiologists and other clinical personnel. Convolutional neural networks may be suited for such tasks, but require substantial amounts of labeled data to train. Obtaining labeled data is a challenge, especially in the medical domain. Methods: This paper investigates the use of a teacher-student design to utilize datasets with different types of supervision to train an automatic model performing pulmonary tumor segmentation on computed tomography images. The framework consists of two models: the student that performs end-to-end automatic tumor segmentation and the teacher that supplies the student additional pseudo-annotated data during training. Results: Using only a small proportion of semantically labeled data and a large number of bounding box annotated data, we achieved competitive performance using a teacher-student design. Models trained on larger amounts of semantic annotations did not perform better than those trained on teacher-annotated data. Conclusions: Our results demonstrate the potential of utilizing teacher-student designs to reduce the annotation load, as less supervised annotation schemes may be performed, without any real degradation in segmentation accuracy.

In recent years, knowledge distillation has been proved to be an effective solution for model compression. This approach can make lightweight student models acquire the knowledge extracted from cumbersome teacher models. However, previous distillation methods of detection have weak generalization for different detection frameworks and rely heavily on ground truth (GT), ignoring the valuable relation information between instances. Thus, we propose a novel distillation method for detection tasks based on discriminative instances without considering the positive or negative distinguished by GT, which is called general instance distillation (GID). Our approach contains a general instance selection module (GISM) to make full use of feature-based, relation-based and response-based knowledge for distillation. Extensive results demonstrate that the student model achieves significant AP improvement and even outperforms the teacher in various detection frameworks. Specifically, RetinaNet with ResNet-50 achieves 39.1% in mAP with GID on COCO dataset, which surpasses the baseline 36.2% by 2.9%, and even better than the ResNet-101 based teacher model with 38.1% AP.

Our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K problems labeled with these standards (MathFish). Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

The widespread accessibility of large language models (LLMs) to the general public has significantly amplified the dissemination of machine-generated texts (MGTs). Advancements in prompt manipulation have exacerbated the difficulty in discerning the origin of a text (human-authored vs machinegenerated). This raises concerns regarding the potential misuse of MGTs, particularly within educational and academic domains. In this paper, we present LLM-DetectAIve -- a system designed for fine-grained MGT detection. It is able to classify texts into four categories: human-written, machine-generated, machine-written machine-humanized, and human-written machine-polished. Contrary to previous MGT detectors that perform binary classification, introducing two additional categories in LLM-DetectiAIve offers insights into the varying degrees of LLM intervention during the text creation. This might be useful in some domains like education, where any LLM intervention is usually prohibited. Experiments show that LLM-DetectAIve can effectively identify the authorship of textual content, proving its usefulness in enhancing integrity in education, academia, and other domains. LLM-DetectAIve is publicly accessible at https://huggingface.co/spaces/raj-tomar001/MGT-New. The video describing our system is available at https://youtu.be/E8eT_bE7k8c.

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

In this paper, we investigate how efficiently large language models (LLM) can be trained to check whether an answer is already stored in their parametric memory. We distill an LLM-as-a-judge to compute the IK (I Know) score. We found that this method is particularly beneficial in the context of retrieval-assisted augmented generation (RAG), with a respectable accuracy of 80%. It enables a significant reduction (more than 50%) in the number of search and reranking steps required for certain data sets. We have also introduced the IK score, which serves as a useful tool for characterising datasets by facilitating the classification task. Interestingly, through the inclusion of response tokens as input, our results suggest that only about 20,000 training samples are required to achieve good performance. The central element of this work is the use of a teacher model - the LLM as a judge - to generate training data. We also assess the robustness of the IK classifier by evaluating it with various types of teachers, including both string-based methods and LLMs, with the latter providing better results.

This paper aims to develop a novel cost-effective framework for face identification, which progressively maintains a batch of classifiers with the increasing face images of different individuals. By naturally combining two recently rising techniques: active learning (AL) and self-paced learning (SPL), our framework is capable of automatically annotating new instances and incorporating them into training under weak expert re-certification. We first initialize the classifier using a few annotated samples for each individual, and extract image features using the convolutional neural nets. Then, a number of candidates are selected from the unannotated samples for classifier updating, in which we apply the current classifiers ranking the samples by the prediction confidence. In particular, our approach utilizes the high-confidence and low-confidence samples in the self-paced and the active user-query way, respectively. The neural nets are later fine-tuned based on the updated classifiers. Such heuristic implementation is formulated as solving a concise active SPL optimization problem, which also advances the SPL development by supplementing a rational dynamic curriculum constraint. The new model finely accords with the "instructor-student-collaborative" learning mode in human education. The advantages of this proposed framework are two-folds: i) The required number of annotated samples is significantly decreased while the comparable performance is guaranteed. A dramatic reduction of user effort is also achieved over other state-of-the-art active learning techniques. ii) The mixture of SPL and AL effectively improves not only the classifier accuracy compared to existing AL/SPL methods but also the robustness against noisy data. We evaluate our framework on two challenging datasets, and demonstrate very promising results. (http://hcp.sysu.edu.cn/projects/aspl/)

Educational crosswords offer numerous benefits for students, including increased engagement, improved understanding, critical thinking, and memory retention. Creating high-quality educational crosswords can be challenging, but recent advances in natural language processing and machine learning have made it possible to use language models to generate nice wordplays. The exploitation of cutting-edge language models like GPT3-DaVinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT-uncased has led to the development of a comprehensive system for generating and verifying crossword clues. A large dataset of clue-answer pairs was compiled to fine-tune the models in a supervised manner to generate original and challenging clues from a given keyword. On the other hand, for generating crossword clues from a given text, Zero/Few-shot learning techniques were used to extract clues from the input text, adding variety and creativity to the puzzles. We employed the fine-tuned model to generate data and labeled the acceptability of clue-answer parts with human supervision. To ensure quality, we developed a classifier by fine-tuning existing language models on the labeled dataset. Conversely, to assess the quality of clues generated from the given text using zero/few-shot learning, we employed a zero-shot learning approach to check the quality of generated clues. The results of the evaluation have been very promising, demonstrating the effectiveness of the approach in creating high-standard educational crosswords that offer students engaging and rewarding learning experiences.

In this paper, we aim to generate text classification data given arbitrary class definitions (i.e., user instruction), so one can train a small text classifier without any human annotation or raw corpus. Compared with pioneer attempts, our proposed Incubator is the first framework that can handle complicated and even mutually dependent classes (e.g., "TED Talk given by Educator" and "Other"). Specifically, Incubator is an LLM firstly tuned on the instruction-to-data mappings that we obtained from classification datasets and descriptions on HuggingFace together with in-context augmentation by GPT-4. We then refine Incubator by learning on the cluster centers of semantic textual embeddings to emphasize the uniformity and semantic diversity in generations. We compare Incubator on various classification tasks with strong baselines such as direct LLM-based inference and training data generation by prompt engineering. Experiments show Incubator is able to (1) perform well on traditional benchmarks, (2) take label dependency and user preference into consideration, and (3) enable logical text mining by incubating multiple classifiers.

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.

Training high-accuracy 3D detectors necessitates massive labeled 3D annotations with 7 degree-of-freedom, which is laborious and time-consuming. Therefore, the form of point annotations is proposed to offer significant prospects for practical applications in 3D detection, which is not only more accessible and less expensive but also provides strong spatial information for object localization. In this paper, we empirically discover that it is non-trivial to merely adapt Point-DETR to its 3D form, encountering two main bottlenecks: 1) it fails to encode strong 3D prior into the model, and 2) it generates low-quality pseudo labels in distant regions due to the extreme sparsity of LiDAR points. To overcome these challenges, we introduce Point-DETR3D, a teacher-student framework for weakly semi-supervised 3D detection, designed to fully capitalize on point-wise supervision within a constrained instance-wise annotation budget.Different from Point-DETR which encodes 3D positional information solely through a point encoder, we propose an explicit positional query initialization strategy to enhance the positional prior. Considering the low quality of pseudo labels at distant regions produced by the teacher model, we enhance the detector's perception by incorporating dense imagery data through a novel Cross-Modal Deformable RoI Fusion (D-RoI).Moreover, an innovative point-guided self-supervised learning technique is proposed to allow for fully exploiting point priors, even in student models.Extensive experiments on representative nuScenes dataset demonstrate our Point-DETR3D obtains significant improvements compared to previous works. Notably, with only 5% of labeled data, Point-DETR3D achieves over 90% performance of its fully supervised counterpart.

Video Joint Embedding Predictive Architectures (V-JEPA) learn generalizable off-the-shelf video representation by predicting masked regions in latent space with an exponential moving average (EMA)-updated teacher. While EMA prevents representation collapse, it complicates scalable model selection and couples teacher and student architectures. We revisit masked-latent prediction and show that a frozen teacher suffices. Concretely, we (i) train a target encoder with a simple pixel-reconstruction objective under V-JEPA masking, then (ii) freeze it and train a student to predict the teacher's latents on masked regions. This leads to a two-stage, unregularized scheme that we refer to as SALT (Static-teacher Asymmetric Latent Training). SALT decouples optimization into pixel reconstruction (teacher) and masked latent prediction (student), increasing transparency, efficiency, and scalability while preserving the ability of representation to generalize under frozen evaluation. Empirically, our student models outperform recently proposed V-JEPA 2 encoders under frozen backbone evaluation across diverse benchmarks. They are also more compute-optimal: at matched pretraining FLOPs, our method achieves higher probing accuracy, and its scaling curves dominate V-JEPA's accuracy-FLOPs Pareto frontier. Finally, we find that student quality is remarkably robust to teacher quality: high-performing students emerge even with small, sub-optimal teachers. This points to a compute budget allocation that should overwhelmingly favor the student. These results position SALT as a simple, scalable, and compute-efficient alternative to EMA-based self-distillation for video representation learning.

We present results from a large-scale experiment on pretraining encoders with non-embedding parameter counts ranging from 700M to 9.3B, their subsequent distillation into smaller models ranging from 17M-170M parameters, and their application to the Natural Language Understanding (NLU) component of a virtual assistant system. Though we train using 70% spoken-form data, our teacher models perform comparably to XLM-R and mT5 when evaluated on the written-form Cross-lingual Natural Language Inference (XNLI) corpus. We perform a second stage of pretraining on our teacher models using in-domain data from our system, improving error rates by 3.86% relative for intent classification and 7.01% relative for slot filling. We find that even a 170M-parameter model distilled from our Stage 2 teacher model has 2.88% better intent classification and 7.69% better slot filling error rates when compared to the 2.3B-parameter teacher trained only on public data (Stage 1), emphasizing the importance of in-domain data for pretraining. When evaluated offline using labeled NLU data, our 17M-parameter Stage 2 distilled model outperforms both XLM-R Base (85M params) and DistillBERT (42M params) by 4.23% to 6.14%, respectively. Finally, we present results from a full virtual assistant experimentation platform, where we find that models trained using our pretraining and distillation pipeline outperform models distilled from 85M-parameter teachers by 3.74%-4.91% on an automatic measurement of full-system user dissatisfaction.

In the field of 3D object detection for autonomous driving, the sensor portfolio including multi-modality and single-modality is diverse and complex. Since the multi-modal methods have system complexity while the accuracy of single-modal ones is relatively low, how to make a tradeoff between them is difficult. In this work, we propose a universal cross-modality knowledge distillation framework (UniDistill) to improve the performance of single-modality detectors. Specifically, during training, UniDistill projects the features of both the teacher and the student detector into Bird's-Eye-View (BEV), which is a friendly representation for different modalities. Then, three distillation losses are calculated to sparsely align the foreground features, helping the student learn from the teacher without introducing additional cost during inference. Taking advantage of the similar detection paradigm of different detectors in BEV, UniDistill easily supports LiDAR-to-camera, camera-to-LiDAR, fusion-to-LiDAR and fusion-to-camera distillation paths. Furthermore, the three distillation losses can filter the effect of misaligned background information and balance between objects of different sizes, improving the distillation effectiveness. Extensive experiments on nuScenes demonstrate that UniDistill effectively improves the mAP and NDS of student detectors by 2.0%~3.2%.

Semi-supervised object detection (SSOD) aims to facilitate the training and deployment of object detectors with the help of a large amount of unlabeled data. Though various self-training based and consistency-regularization based SSOD methods have been proposed, most of them are anchor-based detectors, ignoring the fact that in many real-world applications anchor-free detectors are more demanded. In this paper, we intend to bridge this gap and propose a DenSe Learning (DSL) based anchor-free SSOD algorithm. Specifically, we achieve this goal by introducing several novel techniques, including an Adaptive Filtering strategy for assigning multi-level and accurate dense pixel-wise pseudo-labels, an Aggregated Teacher for producing stable and precise pseudo-labels, and an uncertainty-consistency-regularization term among scales and shuffled patches for improving the generalization capability of the detector. Extensive experiments are conducted on MS-COCO and PASCAL-VOC, and the results show that our proposed DSL method records new state-of-the-art SSOD performance, surpassing existing methods by a large margin. Codes can be found at blue{https://github.com/chenbinghui1/DSL}.

Self-supervised representation learning has proved to be a valuable component for out-of-distribution (OoD) detection with only the texts of in-distribution (ID) examples. These approaches either train a language model from scratch or fine-tune a pre-trained language model using ID examples, and then take the perplexity output by the language model as OoD scores. In this paper, we analyze the complementary characteristics of both OoD detection methods and propose a multi-level knowledge distillation approach that integrates their strengths while mitigating their limitations. Specifically, we use a fine-tuned model as the teacher to teach a randomly initialized student model on the ID examples. Besides the prediction layer distillation, we present a similarity-based intermediate layer distillation method to thoroughly explore the representation space of the teacher model. In this way, the learned student can better represent the ID data manifold while gaining a stronger ability to map OoD examples outside the ID data manifold with the regularization inherited from pre-training. Besides, the student model sees only ID examples during parameter learning, further promoting more distinguishable features for OoD detection. We conduct extensive experiments over multiple benchmark datasets, i.e., CLINC150, SST, ROSTD, 20 NewsGroups, and AG News; showing that the proposed method yields new state-of-the-art performance. We also explore its application as an AIGC detector to distinguish between answers generated by ChatGPT and human experts. It is observed that our model exceeds human evaluators in the pair-expert task on the Human ChatGPT Comparison Corpus.

Self-supervised learning methods are gaining increasing traction in computer vision due to their recent success in reducing the gap with supervised learning. In natural language processing (NLP) self-supervised learning and transformers are already the methods of choice. The recent literature suggests that the transformers are becoming increasingly popular also in computer vision. So far, the vision transformers have been shown to work well when pretrained either using a large scale supervised data or with some kind of co-supervision, e.g. in terms of teacher network. These supervised pretrained vision transformers achieve very good results in downstream tasks with minimal changes. In this work we investigate the merits of self-supervised learning for pretraining image/vision transformers and then using them for downstream classification tasks. We propose Self-supervised vIsion Transformers (SiT) and discuss several self-supervised training mechanisms to obtain a pretext model. The architectural flexibility of SiT allows us to use it as an autoencoder and work with multiple self-supervised tasks seamlessly. We show that a pretrained SiT can be finetuned for a downstream classification task on small scale datasets, consisting of a few thousand images rather than several millions. The proposed approach is evaluated on standard datasets using common protocols. The results demonstrate the strength of the transformers and their suitability for self-supervised learning. We outperformed existing self-supervised learning methods by large margin. We also observed that SiT is good for few shot learning and also showed that it is learning useful representation by simply training a linear classifier on top of the learned features from SiT. Pretraining, finetuning, and evaluation codes will be available under: https://github.com/Sara-Ahmed/SiT.

Prompt-based classifiers are an attractive approach for zero-shot classification. However, the precise choice of the prompt template and label words can largely influence performance, with semantically equivalent settings often showing notable performance difference. This discrepancy can be partly attributed to word biases, where the classifier may be biased towards classes. To address this problem, it is possible to optimise classification thresholds on a labelled data set, however, this mitigates some of the advantages of prompt-based classifiers. This paper instead approaches this problem by examining the expected marginal probabilities of the classes. Here, probabilities are reweighted to have a uniform prior over classes, in an unsupervised fashion. Further, we draw a theoretical connection between the class priors and the language models' word prior, and offer the ability to set a threshold in a zero-resource fashion. We show that matching class priors correlates strongly with the oracle upper bound performance and demonstrate large consistent performance gains for prompt settings over a range of NLP tasks.

We introduce Ghostbuster, a state-of-the-art system for detecting AI-generated text. Our method works by passing documents through a series of weaker language models, running a structured search over possible combinations of their features, and then training a classifier on the selected features to predict whether documents are AI-generated. Crucially, Ghostbuster does not require access to token probabilities from the target model, making it useful for detecting text generated by black-box models or unknown model versions. In conjunction with our model, we release three new datasets of human- and AI-generated text as detection benchmarks in the domains of student essays, creative writing, and news articles. We compare Ghostbuster to a variety of existing detectors, including DetectGPT and GPTZero, as well as a new RoBERTa baseline. Ghostbuster achieves 99.0 F1 when evaluated across domains, which is 5.9 F1 higher than the best preexisting model. It also outperforms all previous approaches in generalization across writing domains (+7.5 F1), prompting strategies (+2.1 F1), and language models (+4.4 F1). We also analyze the robustness of our system to a variety of perturbations and paraphrasing attacks and evaluate its performance on documents written by non-native English speakers.

The whole slide image (WSI) classification is often formulated as a multiple instance learning (MIL) problem. Since the positive tissue is only a small fraction of the gigapixel WSI, existing MIL methods intuitively focus on identifying salient instances via attention mechanisms. However, this leads to a bias towards easy-to-classify instances while neglecting hard-to-classify instances. Some literature has revealed that hard examples are beneficial for modeling a discriminative boundary accurately. By applying such an idea at the instance level, we elaborate a novel MIL framework with masked hard instance mining (MHIM-MIL), which uses a Siamese structure (Teacher-Student) with a consistency constraint to explore the potential hard instances. With several instance masking strategies based on attention scores, MHIM-MIL employs a momentum teacher to implicitly mine hard instances for training the student model, which can be any attention-based MIL model. This counter-intuitive strategy essentially enables the student to learn a better discriminating boundary. Moreover, the student is used to update the teacher with an exponential moving average (EMA), which in turn identifies new hard instances for subsequent training iterations and stabilizes the optimization. Experimental results on the CAMELYON-16 and TCGA Lung Cancer datasets demonstrate that MHIM-MIL outperforms other latest methods in terms of performance and training cost. The code is available at: https://github.com/DearCaat/MHIM-MIL.

Instruction tuning has been widely adopted to ensure large language models (LLMs) follow user instructions effectively. The resulting instruction-following capabilities of LLMs heavily rely on the instruction datasets used for tuning. Recently, synthetic instruction datasets have emerged as an economically viable solution to provide LLMs diverse and high-quality instructions. However, existing approaches typically assume that larger or stronger models are stronger teachers for instruction tuning, and hence simply adopt these models as response generators to the synthetic instructions. In this paper, we challenge this commonly-adopted assumption. Our extensive experiments across five base models and twenty response generators reveal that larger and stronger models are not necessarily stronger teachers of smaller models. We refer to this phenomenon as the Larger Models' Paradox. We observe that existing metrics cannot precisely predict the effectiveness of response generators since they ignore the compatibility between teachers and base models being fine-tuned. We thus develop a novel metric, named as Compatibility-Adjusted Reward (CAR) to measure the effectiveness of response generators. Our experiments across five base models demonstrate that CAR outperforms almost all baselines.

Although large language models (LLMs) are widely deployed, the data used to train them is rarely disclosed. Given the incredible scale of this data, up to trillions of tokens, it is all but certain that it includes potentially problematic text such as copyrighted materials, personally identifiable information, and test data for widely reported reference benchmarks. However, we currently have no way to know which data of these types is included or in what proportions. In this paper, we study the pretraining data detection problem: given a piece of text and black-box access to an LLM without knowing the pretraining data, can we determine if the model was trained on the provided text? To facilitate this study, we introduce a dynamic benchmark WIKIMIA that uses data created before and after model training to support gold truth detection. We also introduce a new detection method Min-K% Prob based on a simple hypothesis: an unseen example is likely to contain a few outlier words with low probabilities under the LLM, while a seen example is less likely to have words with such low probabilities. Min-K% Prob can be applied without any knowledge about the pretraining corpus or any additional training, departing from previous detection methods that require training a reference model on data that is similar to the pretraining data. Moreover, our experiments demonstrate that Min-K% Prob achieves a 7.4% improvement on WIKIMIA over these previous methods. We apply Min-K% Prob to two real-world scenarios, copyrighted book detection, and contaminated downstream example detection, and find it a consistently effective solution.

Transformer-based detectors (DETRs) are becoming popular for their simple framework, but the large model size and heavy time consumption hinder their deployment in the real world. While knowledge distillation (KD) can be an appealing technique to compress giant detectors into small ones for comparable detection performance and low inference cost. Since DETRs formulate object detection as a set prediction problem, existing KD methods designed for classic convolution-based detectors may not be directly applicable. In this paper, we propose DETRDistill, a novel knowledge distillation method dedicated to DETR-families. Specifically, we first design a Hungarian-matching logits distillation to encourage the student model to have the exact predictions as that of teacher DETRs. Next, we propose a target-aware feature distillation to help the student model learn from the object-centric features of the teacher model. Finally, in order to improve the convergence rate of the student DETR, we introduce a query-prior assignment distillation to speed up the student model learning from well-trained queries and stable assignment of the teacher model. Extensive experimental results on the COCO dataset validate the effectiveness of our approach. Notably, DETRDistill consistently improves various DETRs by more than 2.0 mAP, even surpassing their teacher models.

To efficiently deploy strong, often pre-trained feature extractors, recent Industrial Anomaly Detection and Segmentation (IADS) methods process low-resolution images, e.g., 224x224 pixels, obtained by downsampling the original input images. However, while numerous industrial applications demand the identification of both large and small defects, downsampling the input image to a low resolution may hinder a method's ability to pinpoint tiny anomalies. We propose a novel Teacher--Student paradigm to leverage strong pre-trained features while processing high-resolution input images very efficiently. The core idea concerns training two shallow MLPs (the Students) by nominal images so as to mimic the mappings between the patch embeddings induced by the self-attention layers of a frozen vision Transformer (the Teacher). Indeed, learning these mappings sets forth a challenging pretext task that small-capacity models are unlikely to accomplish on out-of-distribution data such as anomalous images. Our method can spot anomalies from high-resolution images and runs way faster than competitors, achieving state-of-the-art performance on MVTec AD and the best segmentation results on VisA. We also propose novel evaluation metrics to capture robustness to defect size, i.e., the ability to preserve good localisation from large anomalies to tiny ones. Evaluating our method also by these metrics reveals its neatly superior performance.

For a very long time, unsupervised learning for anomaly detection has been at the heart of image processing research and a stepping stone for high performance industrial automation process. With the emergence of CNN, several methods have been proposed such as Autoencoders, GAN, deep feature extraction, etc. In this paper, we propose a new method based on the promising concept of knowledge distillation which consists of training a network (the student) on normal samples while considering the output of a larger pretrained network (the teacher). The main contributions of this paper are twofold: First, a reduced student architecture with optimal layer selection is proposed, then a new Student-Teacher architecture with network bias reduction combining two teachers is proposed in order to jointly enhance the performance of anomaly detection and its localization accuracy. The proposed texture anomaly detector has an outstanding capability to detect defects in any texture and a fast inference time compared to the SOTA methods.

The goal of this work is to establish a scalable pipeline for expanding an object detector towards novel/unseen categories, using zero manual annotations. To achieve that, we make the following four contributions: (i) in pursuit of generalisation, we propose a two-stage open-vocabulary object detector, where the class-agnostic object proposals are classified with a text encoder from pre-trained visual-language model; (ii) To pair the visual latent space (of RPN box proposals) with that of the pre-trained text encoder, we propose the idea of regional prompt learning to align the textual embedding space with regional visual object features; (iii) To scale up the learning procedure towards detecting a wider spectrum of objects, we exploit the available online resource via a novel self-training framework, which allows to train the proposed detector on a large corpus of noisy uncurated web images. Lastly, (iv) to evaluate our proposed detector, termed as PromptDet, we conduct extensive experiments on the challenging LVIS and MS-COCO dataset. PromptDet shows superior performance over existing approaches with fewer additional training images and zero manual annotations whatsoever. Project page with code: https://fcjian.github.io/promptdet.

Safety guard models that detect malicious queries aimed at large language models (LLMs) are essential for ensuring the secure and responsible deployment of LLMs in real-world applications. However, deploying existing safety guard models with billions of parameters alongside LLMs on mobile devices is impractical due to substantial memory requirements and latency. To reduce this cost, we distill a large teacher safety guard model into a smaller one using a labeled dataset of instruction-response pairs with binary harmfulness labels. Due to the limited diversity of harmful instructions in the existing labeled dataset, naively distilled models tend to underperform compared to larger models. To bridge the gap between small and large models, we propose HarmAug, a simple yet effective data augmentation method that involves jailbreaking an LLM and prompting it to generate harmful instructions. Given a prompt such as, "Make a single harmful instruction prompt that would elicit offensive content", we add an affirmative prefix (e.g., "I have an idea for a prompt:") to the LLM's response. This encourages the LLM to continue generating the rest of the response, leading to sampling harmful instructions. Another LLM generates a response to the harmful instruction, and the teacher model labels the instruction-response pair. We empirically show that our HarmAug outperforms other relevant baselines. Moreover, a 435-million-parameter safety guard model trained with HarmAug achieves an F1 score comparable to larger models with over 7 billion parameters, and even outperforms them in AUPRC, while operating at less than 25% of their computational cost.

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.

Neural models have achieved great success on machine reading comprehension (MRC), many of which typically consist of two components: an evidence extractor and an answer predictor. The former seeks the most relevant information from a reference text, while the latter is to locate or generate answers from the extracted evidence. Despite the importance of evidence labels for training the evidence extractor, they are not cheaply accessible, particularly in many non-extractive MRC tasks such as YES/NO question answering and multi-choice MRC. To address this problem, we present a Self-Training method (STM), which supervises the evidence extractor with auto-generated evidence labels in an iterative process. At each iteration, a base MRC model is trained with golden answers and noisy evidence labels. The trained model will predict pseudo evidence labels as extra supervision in the next iteration. We evaluate STM on seven datasets over three MRC tasks. Experimental results demonstrate the improvement on existing MRC models, and we also analyze how and why such a self-training method works in MRC. The source code can be obtained from https://github.com/SparkJiao/Self-Training-MRC

How can "weak teacher models" such as average human annotators or existing AI systems, effectively supervise LLMs to improve performance on hard reasoning tasks, especially those that challenge and requires expertise or daily practice from the teacher models? In this paper, we seek for empirical answers to this question by investigating various data-driven strategies that offer supervision data at different quality levels upon tasks of varying complexity. Two intuitive strategies emerge for teacher models to provide supervision during alignment training: 1) using lower-quality supervision from complete tasks that match the difficulty of the target reasoning tasks, and 2) leveraging higher-quality supervision from easier subtasks that are less challenging. Interestingly, we find that even when the outcome error rate for hard task supervision is high (e.g., 90\%), training on such data can outperform perfectly correct supervision on easier subtasks on multiple hard math benchmarks. We further identify a more critical factor influencing training performance: step-wise error rates, which indicate the severity of errors in solutions. Specifically, training on hard task supervision with the same outcome error rates but disparate step-wise error rates can lead to a 30\% accuracy gap on MATH benchmark. Our results also reveal that supplementing hard task supervision with the corresponding subtask supervision can yield notable performance improvements than simply combining rephrased hard full task supervision, suggesting new avenues for data augmentation. Data and code are released at https://github.com/hexuan21/Weak-to-Strong.

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

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new ``Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional ``Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

Over the last decade, online lecture videos have become increasingly popular and have experienced a meteoric rise during the pandemic. However, video-language research has primarily focused on instructional videos or movies, and tools to help students navigate the growing online lectures are lacking. Our first contribution is to facilitate research in the educational domain, by introducing AVLectures, a large-scale dataset consisting of 86 courses with over 2,350 lectures covering various STEM subjects. Each course contains video lectures, transcripts, OCR outputs for lecture frames, and optionally lecture notes, slides, assignments, and related educational content that can inspire a variety of tasks. Our second contribution is introducing video lecture segmentation that splits lectures into bite-sized topics that show promise in improving learner engagement. We formulate lecture segmentation as an unsupervised task that leverages visual, textual, and OCR cues from the lecture, while clip representations are fine-tuned on a pretext self-supervised task of matching the narration with the temporally aligned visual content. We use these representations to generate segments using a temporally consistent 1-nearest neighbor algorithm, TW-FINCH. We evaluate our method on 15 courses and compare it against various visual and textual baselines, outperforming all of them. Our comprehensive ablation studies also identify the key factors driving the success of our approach.

Watch time prediction (WTP) has emerged as a pivotal task in short video recommendation systems, designed to quantify user engagement through continuous interaction modeling. Predicting users' watch times on videos often encounters fundamental challenges, including wide value ranges and imbalanced data distributions, which can lead to significant estimation bias when directly applying regression techniques. Recent studies have attempted to address these issues by converting the continuous watch time estimation into an ordinal regression task. While these methods demonstrate partial effectiveness, they exhibit notable limitations: (1) the discretization process frequently relies on bucket partitioning, inherently reducing prediction flexibility and accuracy and (2) the interdependencies among different partition intervals remain underutilized, missing opportunities for effective error correction. Inspired by language modeling paradigms, we propose a novel Generative Regression (GR) framework that reformulates WTP as a sequence generation task. Our approach employs structural discretization to enable nearly lossless value reconstruction while maintaining prediction fidelity. Through carefully designed vocabulary construction and label encoding schemes, each watch time is bijectively mapped to a token sequence. To mitigate the training-inference discrepancy caused by teacher-forcing, we introduce a curriculum learning with embedding mixup strategy that gradually transitions from guided to free-generation modes. We evaluate our method against state-of-the-art approaches on two public datasets and one industrial dataset. We also perform online A/B testing on the Kuaishou App to confirm the real-world effectiveness. The results conclusively show that GR outperforms existing techniques significantly.

Representation-based retrieval models, so-called biencoders, estimate the relevance of a document to a query by calculating the similarity of their respective embeddings. Current state-of-the-art biencoders are trained using an expensive training regime involving knowledge distillation from a teacher model and batch-sampling. Instead of relying on a teacher model, we contribute a novel parameter-free loss function for self-supervision that exploits the pre-trained language modeling capabilities of the encoder model as a training signal, eliminating the need for batch sampling by performing implicit hard negative mining. We investigate the capabilities of our proposed approach through extensive ablation studies, demonstrating that self-distillation can match the effectiveness of teacher distillation using only 13.5% of the data, while offering a speedup in training time between 3x and 15x compared to parametrized losses. Code and data is made openly available.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

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.

Specializing LLMs in various domain-specific tasks has emerged as a critical step towards achieving high performance. However, the construction and annotation of datasets in specific domains are always very costly. Apart from using superior and expensive closed-source LLM APIs to construct datasets, some open-source models have become strong enough to handle dataset construction in many scenarios. Thus, we present a family of data augmentation models designed to significantly improve the efficiency for model fine-tuning. These models, trained based on sufficiently small LLMs, support key functionalities with low inference costs: instruction expansion, instruction refinement, and instruction-response pair expansion. To fulfill this goal, we first construct an automatic data collection system with seed datasets generated from both public repositories and our in-house datasets. This system leverages powerful LLMs to expand, refine and re-write the instructions and responses, incorporating quality assessment techniques. Following this, we introduce the training process of our models, which effectively distills task-solving and text synthesis abilities from teacher LLMs. Finally, we demonstrate how we integrate these functionalities into a machine learning platform to support low-cost LLM fine-tuning from both dataset preparation and training perspectives for users. Experiments and an application study prove the effectiveness of our approach.

This paper provides a detailed analysis of the NeuroPiano dataset, which comprise 104 audio recordings of student piano performances accompanied with 2255 textual feedback and ratings given by professional pianists. We offer a statistical overview of the dataset, focusing on the standardization of annotations and inter-annotator agreement across 12 evaluative questions concerning performance quality. We also explore the predictive relationship between audio features and teacher ratings via machine learning, as well as annotations provided for text analysis of the responses.

Retrieval and ranking models are the backbone of many applications such as web search, open domain QA, or text-based recommender systems. The latency of neural ranking models at query time is largely dependent on the architecture and deliberate choices by their designers to trade-off effectiveness for higher efficiency. This focus on low query latency of a rising number of efficient ranking architectures make them feasible for production deployment. In machine learning an increasingly common approach to close the effectiveness gap of more efficient models is to apply knowledge distillation from a large teacher model to a smaller student model. We find that different ranking architectures tend to produce output scores in different magnitudes. Based on this finding, we propose a cross-architecture training procedure with a margin focused loss (Margin-MSE), that adapts knowledge distillation to the varying score output distributions of different BERT and non-BERT passage ranking architectures. We apply the teachable information as additional fine-grained labels to existing training triples of the MSMARCO-Passage collection. We evaluate our procedure of distilling knowledge from state-of-the-art concatenated BERT models to four different efficient architectures (TK, ColBERT, PreTT, and a BERT CLS dot product model). We show that across our evaluated architectures our Margin-MSE knowledge distillation significantly improves re-ranking effectiveness without compromising their efficiency. Additionally, we show our general distillation method to improve nearest neighbor based index retrieval with the BERT dot product model, offering competitive results with specialized and much more costly training methods. To benefit the community, we publish the teacher-score training files in a ready-to-use package.

Prompt learning has emerged as a valuable technique in enhancing vision-language models (VLMs) such as CLIP for downstream tasks in specific domains. Existing work mainly focuses on designing various learning forms of prompts, neglecting the potential of prompts as effective distillers for learning from larger teacher models. In this paper, we introduce an unsupervised domain prompt distillation framework, which aims to transfer the knowledge of a larger teacher model to a lightweight target model through prompt-driven imitation using unlabeled domain images. Specifically, our framework consists of two distinct stages. In the initial stage, we pre-train a large CLIP teacher model using domain (few-shot) labels. After pre-training, we leverage the unique decoupled-modality characteristics of CLIP by pre-computing and storing the text features as class vectors only once through the teacher text encoder. In the subsequent stage, the stored class vectors are shared across teacher and student image encoders for calculating the predicted logits. Further, we align the logits of both the teacher and student models via KL divergence, encouraging the student image encoder to generate similar probability distributions to the teacher through the learnable prompts. The proposed prompt distillation process eliminates the reliance on labeled data, enabling the algorithm to leverage a vast amount of unlabeled images within the domain. Finally, the well-trained student image encoders and pre-stored text features (class vectors) are utilized for inference. To our best knowledge, we are the first to (1) perform unsupervised domain-specific prompt-driven knowledge distillation for CLIP, and (2) establish a practical pre-storing mechanism of text features as shared class vectors between teacher and student. Extensive experiments on 11 datasets demonstrate the effectiveness of our method.

CLIP-based classifiers rely on the prompt containing a {class name} that is known to the text encoder. Therefore, they perform poorly on new classes or the classes whose names rarely appear on the Internet (e.g., scientific names of birds). For fine-grained classification, we propose PEEB - an explainable and editable classifier to (1) express the class name into a set of text descriptors that describe the visual parts of that class; and (2) match the embeddings of the detected parts to their textual descriptors in each class to compute a logit score for classification. In a zero-shot setting where the class names are unknown, PEEB outperforms CLIP by a huge margin (~10x in top-1 accuracy). Compared to part-based classifiers, PEEB is not only the state-of-the-art (SOTA) on the supervised-learning setting (88.80% and 92.20% accuracy on CUB-200 and Dogs-120, respectively) but also the first to enable users to edit the text descriptors to form a new classifier without any re-training. Compared to concept bottleneck models, PEEB is also the SOTA in both zero-shot and supervised-learning settings.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

The proliferation of large language models has raised growing concerns about their misuse, particularly in cases where AI-generated text is falsely attributed to human authors. Machine-generated content detectors claim to effectively identify such text under various conditions and from any language model. This paper critically evaluates these claims by assessing several popular detectors (RADAR, Wild, T5Sentinel, Fast-DetectGPT, PHD, LogRank, Binoculars) on a range of domains, datasets, and models that these detectors have not previously encountered. We employ various prompting strategies to simulate practical adversarial attacks, demonstrating that even moderate efforts can significantly evade detection. We emphasize the importance of the true positive rate at a specific false positive rate (TPR@FPR) metric and demonstrate that these detectors perform poorly in certain settings, with [email protected] as low as 0%. Our findings suggest that both trained and zero-shot detectors struggle to maintain high sensitivity while achieving a reasonable true positive rate.

Temporal action segmentation in videos has drawn much attention recently. Timestamp supervision is a cost-effective way for this task. To obtain more information to optimize the model, the existing method generated pseudo frame-wise labels iteratively based on the output of a segmentation model and the timestamp annotations. However, this practice may introduce noise and oscillation during the training, and lead to performance degeneration. To address this problem, we propose a new framework for timestamp supervised temporal action segmentation by introducing a teacher model parallel to the segmentation model to help stabilize the process of model optimization. The teacher model can be seen as an ensemble of the segmentation model, which helps to suppress the noise and to improve the stability of pseudo labels. We further introduce a segmentally smoothing loss, which is more focused and cohesive, to enforce the smooth transition of the predicted probabilities within action instances. The experiments on three datasets show that our method outperforms the state-of-the-art method and performs comparably against the fully-supervised methods at a much lower annotation cost.

We present a novel usage of Transformers to make image classification interpretable. Unlike mainstream classifiers that wait until the last fully-connected layer to incorporate class information to make predictions, we investigate a proactive approach, asking each class to search for itself in an image. We realize this idea via a Transformer encoder-decoder inspired by DEtection TRansformer (DETR). We learn ``class-specific'' queries (one for each class) as input to the decoder, enabling each class to localize its patterns in an image via cross-attention. We name our approach INterpretable TRansformer (INTR), which is fairly easy to implement and exhibits several compelling properties. We show that INTR intrinsically encourages each class to attend distinctively; the cross-attention weights thus provide a faithful interpretation of the prediction. Interestingly, via ``multi-head'' cross-attention, INTR could identify different ``attributes'' of a class, making it particularly suitable for fine-grained classification and analysis, which we demonstrate on eight datasets. Our code and pre-trained model are publicly accessible at https://github.com/Imageomics/INTR.

Knowledge distillation (KD) exploits a large well-trained model (i.e., teacher) to train a small student model on the same dataset for the same task. Treating teacher features as knowledge, prevailing methods of knowledge distillation train student by aligning its features with the teacher's, e.g., by minimizing the KL-divergence between their logits or L2 distance between their intermediate features. While it is natural to believe that better alignment of student features to the teacher better distills teacher knowledge, simply forcing this alignment does not directly contribute to the student's performance, e.g., classification accuracy. In this work, we propose to align student features with class-mean of teacher features, where class-mean naturally serves as a strong classifier. To this end, we explore baseline techniques such as adopting the cosine distance based loss to encourage the similarity between student features and their corresponding class-means of the teacher. Moreover, we train the student to produce large-norm features, inspired by other lines of work (e.g., model pruning and domain adaptation), which find the large-norm features to be more significant. Finally, we propose a rather simple loss term (dubbed ND loss) to simultaneously (1) encourage student to produce large-norm features, and (2) align the direction of student features and teacher class-means. Experiments on standard benchmarks demonstrate that our explored techniques help existing KD methods achieve better performance, i.e., higher classification accuracy on ImageNet and CIFAR100 datasets, and higher detection precision on COCO dataset. Importantly, our proposed ND loss helps the most, leading to the state-of-the-art performance on these benchmarks. The source code is available at https://github.com/WangYZ1608/Knowledge-Distillation-via-ND.

One of the burning problems lately in Japan has been cyber-bullying, or slandering and bullying people online. The problem has been especially noticed on unofficial Web sites of Japanese schools. Volunteers consisting of school personnel and PTA (Parent-Teacher Association) members have started Online Patrol to spot malicious contents within Web forums and blogs. In practise, Online Patrol assumes reading through the whole Web contents, which is a task difficult to perform manually. With this paper we introduce a research intended to help PTA members perform Online Patrol more efficiently. We aim to develop a set of tools that can automatically detect malicious entries and report them to PTA members. First, we collected cyber-bullying data from unofficial school Web sites. Then we performed analysis of this data in two ways. Firstly, we analysed the entries with a multifaceted affect analysis system in order to find distinctive features for cyber-bullying and apply them to a machine learning classifier. Secondly, we applied a SVM based machine learning method to train a classifier for detection of cyber-bullying. The system was able to classify cyber-bullying entries with 88.2% of balanced F-score.

State-of-the-art language models can match human performance on many tasks, but they still struggle to robustly perform multi-step mathematical reasoning. To diagnose the failures of current models and support research, we introduce GSM8K, a dataset of 8.5K high quality linguistically diverse grade school math word problems. We find that even the largest transformer models fail to achieve high test performance, despite the conceptual simplicity of this problem distribution. To increase performance, we propose training verifiers to judge the correctness of model completions. At test time, we generate many candidate solutions and select the one ranked highest by the verifier. We demonstrate that verification significantly improves performance on GSM8K, and we provide strong empirical evidence that verification scales more effectively with increased data than a finetuning baseline.

The remarkable success of pretrained language models has motivated the study of what kinds of knowledge these models learn during pretraining. Reformulating tasks as fill-in-the-blanks problems (e.g., cloze tests) is a natural approach for gauging such knowledge, however, its usage is limited by the manual effort and guesswork required to write suitable prompts. To address this, we develop AutoPrompt, an automated method to create prompts for a diverse set of tasks, based on a gradient-guided search. Using AutoPrompt, we show that masked language models (MLMs) have an inherent capability to perform sentiment analysis and natural language inference without additional parameters or finetuning, sometimes achieving performance on par with recent state-of-the-art supervised models. We also show that our prompts elicit more accurate factual knowledge from MLMs than the manually created prompts on the LAMA benchmark, and that MLMs can be used as relation extractors more effectively than supervised relation extraction models. These results demonstrate that automatically generated prompts are a viable parameter-free alternative to existing probing methods, and as pretrained LMs become more sophisticated and capable, potentially a replacement for finetuning.

Training high-performing Small Language Models (SLMs) remains costly, even with knowledge distillation and pruning from larger teacher models. Existing work often faces three key challenges: (1) information loss from hard pruning, (2) inefficient alignment of representations, and (3) underutilization of informative activations, particularly from Feed-Forward Networks (FFNs). To address these challenges, we introduce Low-Rank Clone (LRC), an efficient pre-training method that constructs SLMs aspiring to behavioral equivalence with strong teacher models. LRC trains a set of low-rank projection matrices that jointly enable soft pruning by compressing teacher weights, and activation clone by aligning student activations, including FFN signals, with those of the teacher. This unified design maximizes knowledge transfer while removing the need for explicit alignment modules. Extensive experiments with open-source teachers (e.g., Llama-3.2-3B-Instruct, Qwen2.5-3B/7B-Instruct) show that LRC matches or surpasses state-of-the-art models trained on trillions of tokens--while using only 20B tokens, achieving over 1,000x training efficiency. Our codes and model checkpoints are available at https://github.com/CURRENTF/LowRankClone and https://huggingface.co/collections/JitaiHao/low-rank-clone-lrc-6828389e96a93f1d4219dfaf.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

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.

Can a mere next-token predictor faithfully model human intelligence? We crystallize this intuitive concern, which is fragmented in the literature. As a starting point, we argue that the two often-conflated phases of next-token prediction -- autoregressive inference and teacher-forced training -- must be treated distinctly. The popular criticism that errors can compound during autoregressive inference, crucially assumes that teacher-forcing has learned an accurate next-token predictor. This assumption sidesteps a more deep-rooted problem we expose: in certain classes of tasks, teacher-forcing can simply fail to learn an accurate next-token predictor in the first place. We describe a general mechanism of how teacher-forcing can fail, and design a minimal planning task where both the Transformer and the Mamba architecture empirically fail in that manner -- remarkably, despite the task being straightforward to learn. We provide preliminary evidence that this failure can be resolved when training to predict multiple tokens in advance. We hope this finding can ground future debates and inspire explorations beyond the next-token prediction paradigm. We make our code available under https://github.com/gregorbachmann/Next-Token-Failures

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

Knowledge Distillation (KD) has emerged as a promising approach for transferring knowledge from a larger, more complex teacher model to a smaller student model. Traditionally, KD involves training the student to mimic the teacher's output probabilities, while more advanced techniques have explored guiding the student to adopt the teacher's internal representations. Despite its widespread success, the performance of KD in binary classification and few-class problems has been less satisfactory. This is because the information about the teacher model's generalization patterns scales directly with the number of classes. Moreover, several sophisticated distillation methods may not be universally applicable or effective for data types beyond Computer Vision. Consequently, effective distillation techniques remain elusive for a range of key real-world applications, such as sentiment analysis, search query understanding, and advertisement-query relevance assessment. Taking these observations into account, we introduce a novel method for distilling knowledge from the teacher's model representations, which we term Learning Embedding Linear Projections (LELP). Inspired by recent findings about the structure of final-layer representations, LELP works by identifying informative linear subspaces in the teacher's embedding space, and splitting them into pseudo-subclasses. The student model is then trained to replicate these pseudo-classes. Our experimental evaluation on large-scale NLP benchmarks like Amazon Reviews and Sentiment140 demonstrate the LELP is consistently competitive with, and typically superior to, existing state-of-the-art distillation algorithms for binary and few-class problems, where most KD methods suffer.

The rise of large language models (LLMs) has raised concerns about machine-generated text (MGT), including ethical and practical issues like plagiarism and misinformation. Building a robust and highly generalizable MGT detection system has become increasingly important. This work investigates the generalization capabilities of MGT detectors in three aspects: First, we construct MGTAcademic, a large-scale dataset focused on academic writing, featuring human-written texts (HWTs) and MGTs across STEM, Humanities, and Social Sciences, paired with an extensible code framework for efficient benchmarking. Second, we investigate the transferability of detectors across domains and LLMs, leveraging fine-grained datasets to reveal insights into domain transferring and implementing few-shot techniques to improve the performance by roughly 13.2%. Third, we introduce a novel attribution task where models must adapt to new classes over time without (or with very limited) access to prior training data and benchmark detectors. We implement several adapting techniques to improve the performance by roughly 10% and highlight the inherent complexity of the task. Our findings provide insights into the generalization ability of MGT detectors across diverse scenarios and lay the foundation for building robust, adaptive detection systems.

Agglomerative models have recently emerged as a powerful approach to training vision foundation models, leveraging multi-teacher distillation from existing models such as CLIP, DINO, and SAM. This strategy enables the efficient creation of robust models, combining the strengths of individual teachers while significantly reducing computational and resource demands. In this paper, we thoroughly analyze state-of-the-art agglomerative models, identifying critical challenges including resolution mode shifts, teacher imbalance, idiosyncratic teacher artifacts, and an excessive number of output tokens. To address these issues, we propose several novel solutions: multi-resolution training, mosaic augmentation, and improved balancing of teacher loss functions. Specifically, in the context of Vision Language Models, we introduce a token compression technique to maintain high-resolution information within a fixed token count. We release our top-performing models, available in multiple scales (-B, -L, -H, and -g), alongside inference code and pretrained weights.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

In this paper, we introduce CodingTeachLLM, a large language model (LLM) designed for coding teaching. Specially, we aim to enhance the coding ability of LLM and lead it to better teaching mode in education context. Thus, we propose an end-to-end prior-based three-phases supervised fine-tuned model, which is proved more competitive than traditional fine-tuning method. More specifically, our model realizes the structural disassembly and incremental guided output of educational knowledge. To this end, we robustify data classification of three types via a sampler and overlap estimation neural network, and inject the preprocessing datasets into pre-trained model in three batches for LORA fine-tuning. Then, we design a prior module couples system prompt, vector databases, and abstract syntax tree task segmentation. Finally, the compression method and regularization constraint are applied to the prior-based fine-tuned model, followed by text filter at the output end to obtain incremental guided results. Our model represents the first research effort to truly embody the tutor role with the features of abundant educational knowledge, step-by-step incremental guided outputs and non-disclosure of answers. Extensive experiments report that our model also achieves state-of-the-art in code abilities compared to open-source models, reaching an impressive 75.10% on the HumanEval (@pass 1) benchmark. Additionally, our model maintains strong conversational capabilities, with the 13B quantized version achieving scores of 56.34, 50.60, and 45.27 respectively on the MMLU, C-Eval, and AGIEval (5 shot) dialogue evaluation benchmarks.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Recently, reading comprehension models achieved near-human performance on large-scale datasets such as SQuAD, CoQA, MS Macro, RACE, etc. This is largely due to the release of pre-trained contextualized representations such as BERT and ELMo, which can be fine-tuned for the target task. Despite those advances and the creation of more challenging datasets, most of the work is still done for English. Here, we study the effectiveness of multilingual BERT fine-tuned on large-scale English datasets for reading comprehension (e.g., for RACE), and we apply it to Bulgarian multiple-choice reading comprehension. We propose a new dataset containing 2,221 questions from matriculation exams for twelfth grade in various subjects -history, biology, geography and philosophy-, and 412 additional questions from online quizzes in history. While the quiz authors gave no relevant context, we incorporate knowledge from Wikipedia, retrieving documents matching the combination of question + each answer option. Moreover, we experiment with different indexing and pre-training strategies. The evaluation results show accuracy of 42.23%, which is well above the baseline of 24.89%.

Knowledge distillation (KD) is a widely used framework for training compact, task-specific models by leveraging the knowledge of teacher models. However, its application to active learning (AL), which aims to minimize annotation costs through iterative sample selection, remains underexplored. This gap stems from the fact that KD typically assumes access to sufficient labeled data, whereas AL operates in data-scarce scenarios where task-specific teacher models are often unavailable. In this paper, we introduce ActiveKD, a framework that integrates AL with KD by leveraging the zero- and few-shot capabilities of large vision-language models (VLMs). A key aspect of ActiveKD is the structured prediction bias of VLMs -- i.e., their predictions form clusters in the probability space. We regard this structure as an inductive bias of the teacher model, capturing generalizable output patterns beneficial to student learning. To exploit this bias, we propose Probabilistic CoreSet (PCoreSet), a selection strategy that maximizes coverage in the probability space rather than the feature space. PCoreSet strategically selects categorically diverse unlabeled samples, facilitating more efficient transfer of teacher knowledge under limited annotation budgets. Evaluations on 11 datasets show that PCoreSet consistently outperforms existing selection methods within the ActiveKD framework, advancing research at the intersection of AL and KD.

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

Recent advances on instruction fine-tuning have led to the development of various prompting techniques for large language models, such as explicit reasoning steps. However, the success of techniques depends on various parameters, such as the task, language model, and context provided. Finding an effective prompt is, therefore, often a trial-and-error process. Most existing approaches to automatic prompting aim to optimize individual techniques instead of compositions of techniques and their dependence on the input. To fill this gap, we propose an adaptive prompting approach that predicts the optimal prompt composition ad-hoc for a given input. We apply our approach to social bias detection, a highly context-dependent task that requires semantic understanding. We evaluate it with three large language models on three datasets, comparing compositions to individual techniques and other baselines. The results underline the importance of finding an effective prompt composition. Our approach robustly ensures high detection performance, and is best in several settings. Moreover, first experiments on other tasks support its generalizability.

In the age of powerful AI-generated text, automatic detectors have emerged to identify machine-written content. This poses a threat to author privacy and freedom, as text authored with AI assistance may be unfairly flagged. We propose AuthorMist, a novel reinforcement learning-based system to transform AI-generated text into human-like writing. AuthorMist leverages a 3-billion-parameter language model as a backbone, fine-tuned with Group Relative Policy Optimization (GPRO) to paraphrase text in a way that evades AI detectors. Our framework establishes a generic approach where external detector APIs (GPTZero, WinstonAI, Originality.ai, etc.) serve as reward functions within the reinforcement learning loop, enabling the model to systematically learn outputs that these detectors are less likely to classify as AI-generated. This API-as-reward methodology can be applied broadly to optimize text against any detector with an accessible interface. Experiments on multiple datasets and detectors demonstrate that AuthorMist effectively reduces the detectability of AI-generated text while preserving the original meaning. Our evaluation shows attack success rates ranging from 78.6% to 96.2% against individual detectors, significantly outperforming baseline paraphrasing methods. AuthorMist maintains high semantic similarity (above 0.94) with the original text while successfully evading detection. These results highlight limitations in current AI text detection technologies and raise questions about the sustainability of the detection-evasion arms race.

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

State-of-the-art flow models achieve remarkable quality but require slow, iterative sampling. To accelerate this, flow maps can be distilled from pre-trained teachers, a procedure that conventionally requires sampling from an external dataset. We argue that this data-dependency introduces a fundamental risk of Teacher-Data Mismatch, as a static dataset may provide an incomplete or even misaligned representation of the teacher's full generative capabilities. This leads us to question whether this reliance on data is truly necessary for successful flow map distillation. In this work, we explore a data-free alternative that samples only from the prior distribution, a distribution the teacher is guaranteed to follow by construction, thereby circumventing the mismatch risk entirely. To demonstrate the practical viability of this philosophy, we introduce a principled framework that learns to predict the teacher's sampling path while actively correcting for its own compounding errors to ensure high fidelity. Our approach surpasses all data-based counterparts and establishes a new state-of-the-art by a significant margin. Specifically, distilling from SiT-XL/2+REPA, our method reaches an impressive FID of 1.45 on ImageNet 256x256, and 1.49 on ImageNet 512x512, both with only 1 sampling step. We hope our work establishes a more robust paradigm for accelerating generative models and motivates the broader adoption of flow map distillation without data.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

Training object class detectors typically requires a large set of images in which objects are annotated by bounding-boxes. However, manually drawing bounding-boxes is very time consuming. We propose a new scheme for training object detectors which only requires annotators to verify bounding-boxes produced automatically by the learning algorithm. Our scheme iterates between re-training the detector, re-localizing objects in the training images, and human verification. We use the verification signal both to improve re-training and to reduce the search space for re-localisation, which makes these steps different to what is normally done in a weakly supervised setting. Extensive experiments on PASCAL VOC 2007 show that (1) using human verification to update detectors and reduce the search space leads to the rapid production of high-quality bounding-box annotations; (2) our scheme delivers detectors performing almost as good as those trained in a fully supervised setting, without ever drawing any bounding-box; (3) as the verification task is very quick, our scheme substantially reduces total annotation time by a factor 6x-9x.

In this paper, we introduce a novel knowledge distillation approach for the semantic segmentation task. Unlike previous methods that rely on power-trained teachers or other modalities to provide additional knowledge, our approach does not require complex teacher models or information from extra sensors. Specifically, for the teacher model training, we propose to noise the label and then incorporate it into input to effectively boost the lightweight teacher performance. To ensure the robustness of the teacher model against the introduced noise, we propose a dual-path consistency training strategy featuring a distance loss between the outputs of two paths. For the student model training, we keep it consistent with the standard distillation for simplicity. Our approach not only boosts the efficacy of knowledge distillation but also increases the flexibility in selecting teacher and student models. To demonstrate the advantages of our Label Assisted Distillation (LAD) method, we conduct extensive experiments on five challenging datasets including Cityscapes, ADE20K, PASCAL-VOC, COCO-Stuff 10K, and COCO-Stuff 164K, five popular models: FCN, PSPNet, DeepLabV3, STDC, and OCRNet, and results show the effectiveness and generalization of our approach. We posit that incorporating labels into the input, as demonstrated in our work, will provide valuable insights into related fields. Code is available at https://github.com/skyshoumeng/Label_Assisted_Distillation.

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.

Real-world classifiers can benefit from the option of abstaining from predicting on samples where they have low confidence. Such abstention is particularly useful on samples which are close to the learned decision boundary, or which are outliers with respect to the training sample. These settings have been the subject of extensive but disjoint study in the selective classification (SC) and out-of-distribution (OOD) detection literature. Recent work on selective classification with OOD detection (SCOD) has argued for the unified study of these problems; however, the formal underpinnings of this problem are still nascent, and existing techniques are heuristic in nature. In this paper, we propose new plugin estimators for SCOD that are theoretically grounded, effective, and generalise existing approaches from the SC and OOD detection literature. In the course of our analysis, we formally explicate how na\"{i}ve use of existing SC and OOD detection baselines may be inadequate for SCOD. We empirically demonstrate that our approaches yields competitive SC and OOD detection performance compared to baselines from both literatures.

Factual consistency evaluation is often conducted using Natural Language Inference (NLI) models, yet these models exhibit limited success in evaluating summaries. Previous work improved such models with synthetic training data. However, the data is typically based on perturbed human-written summaries, which often differ in their characteristics from real model-generated summaries and have limited coverage of possible factual errors. Alternatively, large language models (LLMs) have recently shown promising results in directly evaluating generative tasks, but are too computationally expensive for practical use. Motivated by these limitations, we introduce TrueTeacher, a method for generating synthetic data by annotating diverse model-generated summaries using a LLM. Unlike prior work, TrueTeacher does not rely on human-written summaries, and is multilingual by nature. Experiments on the TRUE benchmark show that a student model trained using our data, substantially outperforms both the state-of-the-art model with similar capacity, and the LLM teacher. In a systematic study, we compare TrueTeacher to existing synthetic data generation methods and demonstrate its superiority and robustness to domain-shift. Using the the mFACE dataset, we also show that our method generalizes to multilingual scenarios. Finally, we release a large-scale synthetic dataset with 1.4M examples generated using TrueTeacher.

Questions of fair use of copyright-protected content to train Large Language Models (LLMs) are being very actively debated. Document-level inference has been proposed as a new task: inferring from black-box access to the trained model whether a piece of content has been seen during training. SOTA methods however rely on naturally occurring memorization of (part of) the content. While very effective against models that memorize a lot, we hypothesize--and later confirm--that they will not work against models that do not naturally memorize, e.g. medium-size 1B models. We here propose to use copyright traps, the inclusion of fictitious entries in original content, to detect the use of copyrighted materials in LLMs with a focus on models where memorization does not naturally occur. We carefully design an experimental setup, randomly inserting traps into original content (books) and train a 1.3B LLM. We first validate that the use of content in our target model would be undetectable using existing methods. We then show, contrary to intuition, that even medium-length trap sentences repeated a significant number of times (100) are not detectable using existing methods. However, we show that longer sequences repeated a large number of times can be reliably detected (AUC=0.75) and used as copyright traps. We further improve these results by studying how the number of times a sequence is seen improves detectability, how sequences with higher perplexity tend to be memorized more, and how taking context into account further improves detectability.

Open Large Language Models (OLLMs) are increasingly leveraged in generative AI applications, posing new challenges for detecting their outputs. We propose OpenTuringBench, a new benchmark based on OLLMs, designed to train and evaluate machine-generated text detectors on the Turing Test and Authorship Attribution problems. OpenTuringBench focuses on a representative set of OLLMs, and features a number of challenging evaluation tasks, including human/machine-manipulated texts, out-of-domain texts, and texts from previously unseen models. We also provide OTBDetector, a contrastive learning framework to detect and attribute OLLM-based machine-generated texts. Results highlight the relevance and varying degrees of difficulty of the OpenTuringBench tasks, with our detector achieving remarkable capabilities across the various tasks and outperforming most existing detectors. Resources are available on the OpenTuringBench Hugging Face repository at https://huggingface.co/datasets/MLNTeam-Unical/OpenTuringBench

Unsupervised learning poses one of the most difficult challenges in computer vision today. The task has an immense practical value with many applications in artificial intelligence and emerging technologies, as large quantities of unlabeled videos can be collected at relatively low cost. In this paper, we address the unsupervised learning problem in the context of detecting the main foreground objects in single images. We train a student deep network to predict the output of a teacher pathway that performs unsupervised object discovery in videos or large image collections. Our approach is different from published methods on unsupervised object discovery. We move the unsupervised learning phase during training time, then at test time we apply the standard feed-forward processing along the student pathway. This strategy has the benefit of allowing increased generalization possibilities during training, while remaining fast at testing. Our unsupervised learning algorithm can run over several generations of student-teacher training. Thus, a group of student networks trained in the first generation collectively create the teacher at the next generation. In experiments our method achieves top results on three current datasets for object discovery in video, unsupervised image segmentation and saliency detection. At test time the proposed system is fast, being one to two orders of magnitude faster than published unsupervised methods.