Daily Papers

Large language models (LLMs) can perform impressive feats with in-context learning or lightweight finetuning. It is natural to wonder how well these models adapt to genuinely new tasks, but how does one find tasks that are unseen in internet-scale training sets? We turn to a field that is explicitly motivated and bottlenecked by a scarcity of web data: low-resource languages. In this paper, we introduce MTOB (Machine Translation from One Book), a benchmark for learning to translate between English and Kalamang -- a language with less than 200 speakers and therefore virtually no presence on the web -- using several hundred pages of field linguistics reference materials. This task framing is novel in that it asks a model to learn a language from a single human-readable book of grammar explanations, rather than a large mined corpus of in-domain data, more akin to L2 learning than L1 acquisition. We demonstrate that baselines using current LLMs are promising but fall short of human performance, achieving 44.7 chrF on Kalamang to English translation and 45.8 chrF on English to Kalamang translation, compared to 51.6 and 57.0 chrF by a human who learned Kalamang from the same reference materials. We hope that MTOB will help measure LLM capabilities along a new dimension, and that the methods developed to solve it could help expand access to language technology for underserved communities by leveraging qualitatively different kinds of data than traditional machine translation.

This paper describes a linguistically-motivated approach to the 2024 edition of the BabyLM Challenge (Warstadt et al. 2023). Rather than pursuing a first language learning (L1) paradigm, we approach the challenge from a second language (L2) learning perspective. In L2 learning, there is a stronger focus on learning explicit linguistic information, such as grammatical notions, definitions of words or different ways of expressing a meaning. This makes L2 learning potentially more efficient and concise. We approximate this using data from Wiktionary, grammar examples either generated by an LLM or sourced from grammar books, and paraphrase data. We find that explicit information about word meaning (in our case, Wiktionary) does not boost model performance, while grammatical information can give a small improvement. The most impactful data ingredient is sentence paraphrases, with our two best models being trained on 1) a mix of paraphrase data and data from the BabyLM pretraining dataset, and 2) exclusively paraphrase data.

The automatic identification and analysis of pronunciation errors, known as Mispronunciation Detection and Diagnosis (MDD) plays a crucial role in Computer Aided Pronunciation Learning (CAPL) tools such as Second-Language (L2) learning or speech therapy applications. Existing MDD methods relying on analysing phonemes can only detect categorical errors of phonemes that have an adequate amount of training data to be modelled. With the unpredictable nature of the pronunciation errors of non-native or disordered speakers and the scarcity of training datasets, it is unfeasible to model all types of mispronunciations. Moreover, phoneme-level MDD approaches have a limited ability to provide detailed diagnostic information about the error made. In this paper, we propose a low-level MDD approach based on the detection of speech attribute features. Speech attribute features break down phoneme production into elementary components that are directly related to the articulatory system leading to more formative feedback to the learner. We further propose a multi-label variant of the Connectionist Temporal Classification (CTC) approach to jointly model the non-mutually exclusive speech attributes using a single model. The pre-trained wav2vec2 model was employed as a core model for the speech attribute detector. The proposed method was applied to L2 speech corpora collected from English learners from different native languages. The proposed speech attribute MDD method was further compared to the traditional phoneme-level MDD and achieved a significantly lower False Acceptance Rate (FAR), False Rejection Rate (FRR), and Diagnostic Error Rate (DER) over all speech attributes compared to the phoneme-level equivalent.

We study the problem of learning a single neuron with respect to the L_2^2-loss in the presence of adversarial label noise. We give an efficient algorithm that, for a broad family of activations including ReLUs, approximates the optimal L_2^2-error within a constant factor. Our algorithm applies under much milder distributional assumptions compared to prior work. The key ingredient enabling our results is a novel connection to local error bounds from optimization theory.

In this paper, we propose CUDA-L2, a system that combines large language models (LLMs) and reinforcement learning (RL) to automatically optimize Half-precision General Matrix Multiply (HGEMM) CUDA kernels. Using CUDA execution speed as the RL reward, CUDA-L2 automatically optimizes HGEMM kernels across 1,000 configurations. CUDA-L2 systematically outperforms major matmul baselines to date, from the widely-used {\it torch.matmul} to state-of-the-art Nvidia's closed-source libraries, i.e., {\it cuBLAS}, {\it cuBLASLt}. In offline mode, where kernels are executed consecutively without time intervals, CUDA-L2 yields +22.0\% over {\it torch.matmul} on average; +19.2\% over {\it cuBLAS} using the optimal layout configuration (normal-normal NN and transposed-normal TN); +16.8\% over {\it cuBLASLt-heuristic}, which queries {\it cuBLASLt} library and selects the algorithm based on the heuristic's suggestion; and +11.4\% over the most competitive {\it cuBLASLt-AutoTuning} model, which selects the fastest algorithm from up to 100 candidates from {\it cuBLASLt}'s suggestions. In server mode, where kernels are executed at random intervals simulating real-time inference, the speedups further increase to +28.7\%, +26.0\%, +22.4\%, and +15.9\% for {\it torch.matmul}, {\it cuBLAS}, {\it cuBLASLt-heuristic}, and {\it cuBLASLt-AutoTuning} respectively. CUDA-L2 shows that even the most performance-critical, heavily-optimized kernels like HGEMM can be improved through LLM-guided RL automation by systematically exploring configuration spaces at scales impractical for humans. Project and code can be found at github.com/deepreinforce-ai/CUDA-L2

Second language acquisition (SLA) modeling is to predict whether second language learners could correctly answer the questions according to what they have learned. It is a fundamental building block of the personalized learning system and has attracted more and more attention recently. However, as far as we know, almost all existing methods cannot work well in low-resource scenarios due to lacking of training data. Fortunately, there are some latent common patterns among different language-learning tasks, which gives us an opportunity to solve the low-resource SLA modeling problem. Inspired by this idea, in this paper, we propose a novel SLA modeling method, which learns the latent common patterns among different language-learning datasets by multi-task learning and are further applied to improving the prediction performance in low-resource scenarios. Extensive experiments show that the proposed method performs much better than the state-of-the-art baselines in the low-resource scenario. Meanwhile, it also obtains improvement slightly in the non-low-resource scenario.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Prompting Large Language Models (LLMs), or providing context on the expected model of operation, is an effective way to steer the outputs of such models to satisfy human desiderata after they have been trained. But in rapidly evolving domains, there is often need to fine-tune LLMs to improve either the kind of knowledge in their memory or their abilities to perform open ended reasoning in new domains. When human's learn new concepts, we often do so by linking the new material that we are studying to concepts we have already learned before. To that end, we ask, "can prompting help us teach LLMs how to learn". In this work, we study a novel generalization of instruction tuning, called contextual fine-tuning, to fine-tune LLMs. Our method leverages instructional prompts designed to mimic human cognitive strategies in learning and problem-solving to guide the learning process during training, aiming to improve the model's interpretation and understanding of domain-specific knowledge. We empirically demonstrate that this simple yet effective modification improves the ability of LLMs to be fine-tuned rapidly on new datasets both within the medical and financial domains.

Large pre-trained language models (LMs) have demonstrated remarkable ability as few-shot learners. However, their success hinges largely on scaling model parameters to a degree that makes it challenging to train and serve. In this paper, we propose a new approach, named as EFL, that can turn small LMs into better few-shot learners. The key idea of this approach is to reformulate potential NLP task into an entailment one, and then fine-tune the model with as little as 8 examples. We further demonstrate our proposed method can be: (i) naturally combined with an unsupervised contrastive learning-based data augmentation method; (ii) easily extended to multilingual few-shot learning. A systematic evaluation on 18 standard NLP tasks demonstrates that this approach improves the various existing SOTA few-shot learning methods by 12\%, and yields competitive few-shot performance with 500 times larger models, such as GPT-3.

Large Language Models (LLMs) store and retrieve vast amounts of factual knowledge acquired during pre-training. Prior research has localized and identified mechanisms behind knowledge recall; however, it has primarily focused on English monolingual models. The question of how these processes generalize to other languages and multilingual LLMs remains unexplored. In this paper, we address this gap by conducting a comprehensive analysis of two highly multilingual LLMs. We assess the extent to which previously identified components and mechanisms of factual recall in English apply to a multilingual context. Then, we examine when language plays a role in the recall process, uncovering evidence of language-independent and language-dependent mechanisms.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

Large language models (LLMs) have shown incredible performance in completing various real-world tasks. The current knowledge learning paradigm of LLMs is mainly based on learning from examples, in which LLMs learn the internal rule implicitly from a certain number of supervised examples. However, this learning paradigm may not well learn those complicated rules, especially when the training examples are limited. We are inspired that humans can learn the new tasks or knowledge in another way by learning from rules. That is, humans can learn new tasks or grasps new knowledge quickly and generalize well given only a detailed rule and a few optional examples. Therefore, in this paper, we aim to explore the feasibility of this new learning paradigm, which targets on encoding rule-based knowledge into LLMs. We further propose rule distillation, which first uses the strong in-context abilities of LLMs to extract the knowledge from the textual rules, and then explicitly encode the knowledge into the parameters of LLMs by learning from the above in-context signals produced inside the model. Our experiments show that making LLMs learn from rules by our method is much more efficient than example-based learning in both the sample size and generalization ability. Warning: This paper may contain examples with offensive content.

Large language models (LLMs) have shown remarkable abilities in different fields, including standard Natural Language Processing (NLP) tasks. To elicit knowledge from LLMs, prompts play a key role, consisting of natural language instructions. Most open and closed source LLMs are trained on available labeled and unlabeled resources--digital content such as text, images, audio, and videos. Hence, these models have better knowledge for high-resourced languages but struggle with low-resourced languages. Since prompts play a crucial role in understanding their capabilities, the language used for prompts remains an important research question. Although there has been significant research in this area, it is still limited, and less has been explored for medium to low-resourced languages. In this study, we investigate different prompting strategies (native vs. non-native) on 11 different NLP tasks associated with 12 different Arabic datasets (9.7K data points). In total, we conducted 197 experiments involving 3 LLMs, 12 datasets, and 3 prompting strategies. Our findings suggest that, on average, the non-native prompt performs the best, followed by mixed and native prompts.

Training large neural language models on large datasets is resource- and time-intensive. These requirements create a barrier to entry, where those with fewer resources cannot build competitive models. This paper presents various techniques for making it possible to (a) train a large language model using resources that a modest research lab might have, and (b) train it in a reasonable amount of time. We provide concrete recommendations for practitioners, which we illustrate with a case study: a T5 model for Danish, the first for this language.

Large language models (LMs) are able to in-context learn -- perform a new task via inference alone by conditioning on a few input-label pairs (demonstrations) and making predictions for new inputs. However, there has been little understanding of how the model learns and which aspects of the demonstrations contribute to end task performance. In this paper, we show that ground truth demonstrations are in fact not required -- randomly replacing labels in the demonstrations barely hurts performance on a range of classification and multi-choce tasks, consistently over 12 different models including GPT-3. Instead, we find that other aspects of the demonstrations are the key drivers of end task performance, including the fact that they provide a few examples of (1) the label space, (2) the distribution of the input text, and (3) the overall format of the sequence. Together, our analysis provides a new way of understanding how and why in-context learning works, while opening up new questions about how much can be learned from large language models through inference alone.

Large language models (LLMs) use pretraining to predict the subsequent word; however, their expansion requires significant computing resources. Numerous big tech companies and research institutes have developed multilingual LLMs (MLLMs) to meet current demands, overlooking less-resourced languages (LRLs). This study proposed three strategies to enhance the performance of LRLs based on the publicly available MLLMs. First, the MLLM vocabularies of LRLs were expanded to enhance expressiveness. Second, bilingual data were used for pretraining to align the high- and less-resourced languages. Third, a high-quality small-scale instruction dataset was constructed and instruction-tuning was performed to augment the LRL. The experiments employed the Llama2 model and Korean was used as the LRL, which was quantitatively evaluated against other developed LLMs across eight tasks. Furthermore, a qualitative assessment was performed based on human evaluation and GPT4. Experimental results showed that our proposed Bllossom model exhibited superior performance in qualitative analyses compared to previously proposed Korean monolingual models.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

This study constructed a Japanese chat dataset for tuning large language models (LLMs), which consist of about 8.4 million records. Recently, LLMs have been developed and gaining popularity. However, high-performing LLMs are usually mainly for English. There are two ways to support languages other than English by those LLMs: constructing LLMs from scratch or tuning existing models. However, in both ways, datasets are necessary parts. In this study, we focused on supporting Japanese in those LLMs and making a dataset for training or tuning LLMs in Japanese. The dataset we constructed consisted of various tasks, such as translation and knowledge tasks. In our experiment, we tuned an existing LLM using our dataset and evaluated the performance qualitatively. The results suggest that our dataset is possibly beneficial for LLMs. However, we also revealed some difficulties in constructing LLMs in languages other than English.

Active Learning (AL) has been a powerful paradigm for improving model efficiency and performance by selecting the most informative data points for labeling and training. In recent active learning frameworks, Large Language Models (LLMs) have been employed not only for selection but also for generating entirely new data instances and providing more cost-effective annotations. Motivated by the increasing importance of high-quality data and efficient model training in the era of LLMs, we present a comprehensive survey on LLM-based Active Learning. We introduce an intuitive taxonomy that categorizes these techniques and discuss the transformative roles LLMs can play in the active learning loop. We further examine the impact of AL on LLM learning paradigms and its applications across various domains. Finally, we identify open challenges and propose future research directions. This survey aims to serve as an up-to-date resource for researchers and practitioners seeking to gain an intuitive understanding of LLM-based AL techniques and deploy them to new applications.

To use Large Language Models (LLMs) in a targeted way for NLP problems in RE, we require both (1) basic knowledge about the inner workings of LLMs and (2) a guideline on how to select and systematically utilize or repurpose LLMs for NLP4RE tasks. This chapter establishes the required knowledge and introduces the fundamentals of LLMs in the first part. In the second part, we present a detailed guideline for students, researchers, and practitioners on using LLMs for their purposes.

In the large language model (LLM) revolution, embedding is a key component of various systems. For example, it is used to retrieve knowledge or memories for LLMs, to build content moderation filters, etc. As such cases span from English to other natural or programming languages, from retrieval to classification and beyond, it is desirable to build a unified embedding model rather than dedicated ones for each scenario. In this work, we make an initial step towards this goal, demonstrating that multiple languages (both natural and programming) pre-trained transformer decoders can embed universally when finetuned on limited English data. We provide a comprehensive practice with thorough evaluations. On English MTEB, our models achieve competitive performance on different embedding tasks by minimal training data. On other benchmarks, such as multilingual classification and code search, our models (without any supervision) perform comparably to, or even surpass heavily supervised baselines and/or APIs. These results provide evidence of a promising path towards building powerful unified embedders that can be applied across tasks and languages.

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.

It is imperative for Large language models (LLMs) to follow instructions with elaborate requirements (i.e. Complex Instructions Following). Yet, it remains under-explored how to enhance the ability of LLMs to follow complex instructions with multiple constraints. To bridge the gap, we initially study what training data is effective in enhancing complex constraints following abilities. We found that training LLMs with instructions containing multiple constraints enhances their understanding of complex instructions, especially those with lower complexity levels. The improvement can even generalize to compositions of out-of-domain constraints. Additionally, we further propose methods addressing how to obtain and utilize the effective training data. Finally, we conduct extensive experiments to prove the effectiveness of our methods in terms of overall performance and training efficiency. We also demonstrate that our methods improve models' ability to follow instructions generally and generalize effectively across out-of-domain, in-domain, and adversarial settings, while maintaining general capabilities.

The performance of large language models (LLMs) is deeply influenced by the quality and composition of their training data. While much of the existing work has centered on English, there remains a gap in understanding how to construct effective training corpora for other languages. We explore scalable methods for building web-based corpora for LLMs. We apply them to build a new 120B token corpus in Portuguese that achieves competitive results to an industrial-grade corpus. Using a continual pretraining setup, we study how different data selection and preprocessing strategies affect LLM performance when transitioning a model originally trained in English to another language. Our findings demonstrate the value of language-specific filtering pipelines, including classifiers for education, science, technology, engineering, and mathematics (STEM), as well as toxic content. We show that adapting a model to the target language leads to performance improvements, reinforcing the importance of high-quality, language-specific data. While our case study focuses on Portuguese, our methods are applicable to other languages, offering insights for multilingual LLM development.

Second language acquisition (SLA) is a complex and dynamic process. Many SLA studies that have attempted to record and analyze this process have typically focused on a single modality (e.g., textual output of learners), covered only a short period of time, and/or lacked control (e.g., failed to capture every aspect of the learning process). In Project MOSLA (Moments of Second Language Acquisition), we have created a longitudinal, multimodal, multilingual, and controlled dataset by inviting participants to learn one of three target languages (Arabic, Spanish, and Chinese) from scratch over a span of two years, exclusively through online instruction, and recording every lesson using Zoom. The dataset is semi-automatically annotated with speaker/language IDs and transcripts by both human annotators and fine-tuned state-of-the-art speech models. Our experiments reveal linguistic insights into learners' proficiency development over time, as well as the potential for automatically detecting the areas of focus on the screen purely from the unannotated multimodal data. Our dataset is freely available for research purposes and can serve as a valuable resource for a wide range of applications, including but not limited to SLA, proficiency assessment, language and speech processing, pedagogy, and multimodal learning analytics.

Large language models (LLMs) are becoming increasingly important for machine learning applications. However, it can be challenging to align LLMs with our intent, particularly when we want to generate content that is preferable over others or when we want the LLM to respond in a certain style or tone that is hard to describe. To address this challenge, we propose an approach that uses contrastive examples to better describe our intent. This involves providing positive examples that illustrate the true intent, along with negative examples that show what characteristics we want LLMs to avoid. The negative examples can be retrieved from labeled data, written by a human, or generated by the LLM itself. Before generating an answer, we ask the model to analyze the examples to teach itself what to avoid. This reasoning step provides the model with the appropriate articulation of the user's need and guides it towards generting a better answer. We tested our approach on both synthesized and real-world datasets, including StackExchange and Reddit, and found that it significantly improves performance compared to standard few-shot prompting

The remarkable success of large language pretraining and the discovery of scaling laws signify a paradigm shift in machine learning. Notably, the primary objective has evolved from minimizing generalization error to reducing approximation error, and the most effective strategy has transitioned from regularization (in a broad sense) to scaling up models. This raises a critical question: Do the established principles that proved successful in the generalization-centric era remain valid in this new era of scaling? This paper examines several influential regularization-based principles that may no longer hold true in the scaling-centric, large language model (LLM) era. These principles include explicit L2 regularization and implicit regularization through small batch sizes and large learning rates. Additionally, we identify a new phenomenon termed ``scaling law crossover,'' where two scaling curves intersect at a certain scale, implying that methods effective at smaller scales may not generalize to larger ones. Together, these observations highlight two fundamental questions within this new paradigm: bullet Guiding Principles for Scaling: If regularization is no longer the primary guiding principle for model design, what new principles are emerging to guide scaling? bullet Model Comparison at Scale: How to reliably and effectively compare models at the scale where only a single experiment is feasible?

Transformer neural networks can exhibit a surprising capacity for in-context learning (ICL) despite not being explicitly trained for it. Prior work has provided a deeper understanding of how ICL emerges in transformers, e.g. through the lens of mechanistic interpretability, Bayesian inference, or by examining the distributional properties of training data. However, in each of these cases, ICL is treated largely as a persistent phenomenon; namely, once ICL emerges, it is assumed to persist asymptotically. Here, we show that the emergence of ICL during transformer training is, in fact, often transient. We train transformers on synthetic data designed so that both ICL and in-weights learning (IWL) strategies can lead to correct predictions. We find that ICL first emerges, then disappears and gives way to IWL, all while the training loss decreases, indicating an asymptotic preference for IWL. The transient nature of ICL is observed in transformers across a range of model sizes and datasets, raising the question of how much to "overtrain" transformers when seeking compact, cheaper-to-run models. We find that L2 regularization may offer a path to more persistent ICL that removes the need for early stopping based on ICL-style validation tasks. Finally, we present initial evidence that ICL transience may be caused by competition between ICL and IWL circuits.

The disparity in phonology between learner's native (L1) and target (L2) language poses a significant challenge for mispronunciation detection and diagnosis (MDD) systems. This challenge is further intensified by lack of annotated L2 data. This paper proposes a novel MDD architecture that exploits multiple `views' of the same input data assisted by auxiliary tasks to learn more distinctive phonetic representation in a low-resource setting. Using the mono- and multilingual encoders, the model learn multiple views of the input, and capture the sound properties across diverse languages and accents. These encoded representations are further enriched by learning articulatory features in a multi-task setup. Our reported results using the L2-ARCTIC data outperformed the SOTA models, with a phoneme error rate reduction of 11.13% and 8.60% and absolute F1 score increase of 5.89%, and 2.49% compared to the single-view mono- and multilingual systems, with a limited L2 dataset.

Recent success in deep learning has partially been driven by training increasingly overparametrized networks on ever larger datasets. It is therefore natural to ask: how much of the data is superfluous, which examples are important for generalization, and how do we find them? In this work, we make the striking observation that, in standard vision datasets, simple scores averaged over several weight initializations can be used to identify important examples very early in training. We propose two such scores -- the Gradient Normed (GraNd) and the Error L2-Norm (EL2N) scores -- and demonstrate their efficacy on a range of architectures and datasets by pruning significant fractions of training data without sacrificing test accuracy. In fact, using EL2N scores calculated a few epochs into training, we can prune half of the CIFAR10 training set while slightly improving test accuracy. Furthermore, for a given dataset, EL2N scores from one architecture or hyperparameter configuration generalize to other configurations. Compared to recent work that prunes data by discarding examples that are rarely forgotten over the course of training, our scores use only local information early in training. We also use our scores to detect noisy examples and study training dynamics through the lens of important examples -- we investigate how the data distribution shapes the loss surface and identify subspaces of the model's data representation that are relatively stable over training.

Batch Normalization is a commonly used trick to improve the training of deep neural networks. These neural networks use L2 regularization, also called weight decay, ostensibly to prevent overfitting. However, we show that L2 regularization has no regularizing effect when combined with normalization. Instead, regularization has an influence on the scale of weights, and thereby on the effective learning rate. We investigate this dependence, both in theory, and experimentally. We show that popular optimization methods such as ADAM only partially eliminate the influence of normalization on the learning rate. This leads to a discussion on other ways to mitigate this issue.

This work studies the general principles of improving the learning of language models (LMs), which aims at reducing the necessary training steps for achieving superior performance. Specifically, we present a theory for the optimal learning of LMs. We first propose an objective that optimizes LM learning by maximizing the data compression ratio in an "LM-training-as-lossless-compression" view. Then, we derive a theorem, named Learning Law, to reveal the properties of the dynamics in the optimal learning process under our objective. The theorem is then validated by experiments on a linear classification and a real-world language modeling task. Finally, we empirically verify that the optimal learning of LMs essentially stems from the improvement of the coefficients in the scaling law of LMs, indicating great promise and significance for designing practical learning acceleration methods. Our code can be found at https://aka.ms/LearningLaw.

Language models usually use left-to-right (L2R) autoregressive factorization. However, L2R factorization may not always be the best inductive bias. Therefore, we investigate whether alternative factorizations of the text distribution could be beneficial in some tasks. We investigate right-to-left (R2L) training as a compelling alternative, focusing on multiple-choice questions (MCQs) as a test bed for knowledge extraction and reasoning. Through extensive experiments across various model sizes (2B-8B parameters) and training datasets, we find that R2L models can significantly outperform L2R models on several MCQ benchmarks, including logical reasoning, commonsense understanding, and truthfulness assessment tasks. Our analysis reveals that this performance difference may be fundamentally linked to multiple factors including calibration, computability and directional conditional entropy. We ablate the impact of these factors through controlled simulation studies using arithmetic tasks, where the impacting factors can be better disentangled. Our work demonstrates that exploring alternative factorizations of the text distribution can lead to improvements in LLM capabilities and provides theoretical insights into optimal factorization towards approximating human language distribution, and when each reasoning order might be more advantageous.

Modern deep-learning systems are specialized to problem settings in which training occurs once and then never again, as opposed to continual-learning settings in which training occurs continually. If deep-learning systems are applied in a continual learning setting, then it is well known that they may fail to remember earlier examples. More fundamental, but less well known, is that they may also lose their ability to learn on new examples, a phenomenon called loss of plasticity. We provide direct demonstrations of loss of plasticity using the MNIST and ImageNet datasets repurposed for continual learning as sequences of tasks. In ImageNet, binary classification performance dropped from 89\% accuracy on an early task down to 77\%, about the level of a linear network, on the 2000th task. Loss of plasticity occurred with a wide range of deep network architectures, optimizers, activation functions, batch normalization, dropout, but was substantially eased by L^2-regularization, particularly when combined with weight perturbation. Further, we introduce a new algorithm -- continual backpropagation -- which slightly modifies conventional backpropagation to reinitialize a small fraction of less-used units after each example and appears to maintain plasticity indefinitely.

Large language models (LLMs) offer promise in generating educational content, providing instructor feedback, and reducing teacher workload on assessments. While prior studies have focused on studying LLM-powered learning analytics, limited research has examined how effective LLMs are in a bilingual context. In this paper, we study the effectiveness of multilingual large language models (MLLMs) across monolingual (English-only, Spanish-only) and bilingual (Spanglish) student writing. We present a learning analytics use case that details LLM performance in assessing acceptable and unacceptable explanations of Science and Social Science concepts. Our findings reveal a significant bias in the grading performance of pre-trained models for bilingual writing compared to English-only and Spanish-only writing. Following this, we fine-tune open-source MLLMs including Llama 3.1 and Mistral NeMo using synthetic datasets generated in English, Spanish, and Spanglish. Our experiments indicate that the models perform significantly better for all three languages after fine-tuning with bilingual data. This study highlights the potential of enhancing MLLM effectiveness to support authentic language practices amongst bilingual learners. It also aims to illustrate the value of incorporating non-English languages into the design and implementation of language models in education.

Large language models (LLMs) have become the foundation of many applications, leveraging their extensive capabilities in processing and understanding natural language. While many open-source LLMs have been released with technical reports, the lack of training details hinders further research and development. This paper presents the development of YuLan, a series of open-source LLMs with 12 billion parameters. The base model of YuLan is pre-trained on approximately 1.7T tokens derived from a diverse corpus, including massive English, Chinese, and multilingual texts. We design a three-stage pre-training method to enhance YuLan's overall capabilities. Subsequent phases of training incorporate instruction-tuning and human alignment, employing a substantial volume of high-quality synthesized data. To facilitate the learning of complex and long-tail knowledge, we devise a curriculum-learning framework throughout across these stages, which helps LLMs learn knowledge in an easy-to-hard manner. YuLan's training is finished on Jan, 2024 and has achieved performance on par with state-of-the-art LLMs across various English and Chinese benchmarks. This paper outlines a comprehensive technical roadmap for developing LLMs from scratch. Our model and codes are available at https://github.com/RUC-GSAI/YuLan-Chat.

Understanding how overparameterized neural networks generalize despite perfect interpolation of noisy training data is a fundamental question. Mallinar et. al. 2022 noted that neural networks seem to often exhibit ``tempered overfitting'', wherein the population risk does not converge to the Bayes optimal error, but neither does it approach infinity, yielding non-trivial generalization. However, this has not been studied rigorously. We provide the first rigorous analysis of the overfitting behavior of regression with minimum norm (ell_2 of weights), focusing on univariate two-layer ReLU networks. We show overfitting is tempered (with high probability) when measured with respect to the L_1 loss, but also show that the situation is more complex than suggested by Mallinar et. al., and overfitting is catastrophic with respect to the L_2 loss, or when taking an expectation over the training set.

To leverage the copious amount of data from source tasks and overcome the scarcity of the target task samples, representation learning based on multi-task pretraining has become a standard approach in many applications. However, up until now, most existing works design a source task selection strategy from a purely empirical perspective. Recently, chen2022active gave the first active multi-task representation learning (A-MTRL) algorithm which adaptively samples from source tasks and can provably reduce the total sample complexity using the L2-regularized-target-source-relevance parameter nu^2. But their work is theoretically suboptimal in terms of total source sample complexity and is less practical in some real-world scenarios where sparse training source task selection is desired. In this paper, we address both issues. Specifically, we show the strict dominance of the L1-regularized-relevance-based (nu^1-based) strategy by giving a lower bound for the nu^2-based strategy. When nu^1 is unknown, we propose a practical algorithm that uses the LASSO program to estimate nu^1. Our algorithm successfully recovers the optimal result in the known case. In addition to our sample complexity results, we also characterize the potential of our nu^1-based strategy in sample-cost-sensitive settings. Finally, we provide experiments on real-world computer vision datasets to illustrate the effectiveness of our proposed method.

Despite the rapid recent progress in creating accurate and compact in-context learners, most recent work focuses on in-context learning (ICL) for tasks in English. However, the ability to interact with users of languages outside English presents a great potential for broadening the applicability of language technologies to non-English speakers. In this work, we collect the infrastructure necessary for training and evaluation of ICL in a selection of Slavic languages: Czech, Polish, and Russian. We link a diverse set of datasets and cast these into a unified instructional format through a set of transformations and newly-crafted templates written purely in target languages. Using the newly-curated dataset, we evaluate a set of the most recent in-context learners and compare their results to the supervised baselines. Finally, we train, evaluate and publish a set of in-context learning models that we train on the collected resources and compare their performance to previous work. We find that ICL models tuned in English are also able to learn some tasks from non-English contexts, but multilingual instruction fine-tuning consistently improves the ICL ability. We also find that the massive multitask training can be outperformed by single-task training in the target language, uncovering the potential for specializing in-context learners to the language(s) of their application.

The continual learning capability of large language models (LLMs) is crucial for advancing artificial general intelligence. However, continual fine-tuning LLMs across various domains often suffers from catastrophic forgetting, characterized by: 1) significant forgetting of their general capabilities, and 2) sharp performance declines in previously learned tasks. To simultaneously address both issues in a simple yet stable manner, we propose General Sample Replay (GeRe), a framework that use usual pretraining texts for efficient anti-forgetting. Beyond revisiting the most prevalent replay-based practices under GeRe, we further leverage neural states to introduce a enhanced activation states constrained optimization method using threshold-based margin (TM) loss, which maintains activation state consistency during replay learning. We are the first to validate that a small, fixed set of pre-collected general replay samples is sufficient to resolve both concerns--retaining general capabilities while promoting overall performance across sequential tasks. Indeed, the former can inherently facilitate the latter. Through controlled experiments, we systematically compare TM with different replay strategies under the GeRe framework, including vanilla label fitting, logit imitation via KL divergence and feature imitation via L1/L2 losses. Results demonstrate that TM consistently improves performance and exhibits better robustness. Our work paves the way for efficient replay of LLMs for the future. Our code and data are available at https://github.com/Qznan/GeRe.

Contrastive Learning (CL), a leading paradigm in Self-Supervised Learning (SSL), typically relies on pairs of data views generated through augmentation. While multiple augmentations per instance (more than two) improve generalization in supervised learning, current CL methods handle additional views suboptimally by simply aggregating different pairwise objectives. This approach suffers from four critical limitations: (L1) it utilizes multiple optimization terms per data point resulting to conflicting objectives, (L2) it fails to model all interactions across views and data points, (L3) it inherits fundamental limitations (e.g. alignment-uniformity coupling) from pairwise CL losses, and (L4) it prevents fully realizing the benefits of increased view multiplicity observed in supervised settings. We address these limitations through two novel loss functions: MV-InfoNCE, which extends InfoNCE to incorporate all possible view interactions simultaneously in one term per data point, and MV-DHEL, which decouples alignment from uniformity across views while scaling interaction complexity with view multiplicity. Both approaches are theoretically grounded - we prove they asymptotically optimize for alignment of all views and uniformity, providing principled extensions to multi-view contrastive learning. Our empirical results on ImageNet1K and three other datasets demonstrate that our methods consistently outperform existing multi-view approaches and effectively scale with increasing view multiplicity. We also apply our objectives to multimodal data and show that, in contrast to other contrastive objectives, they can scale beyond just two modalities. Most significantly, ablation studies reveal that MV-DHEL with five or more views effectively mitigates dimensionality collapse by fully utilizing the embedding space, thereby delivering multi-view benefits observed in supervised learning.

Continual learning is a setting where machine learning models learn novel concepts from continuously shifting training data, while simultaneously avoiding degradation of knowledge on previously seen classes which may disappear from the training data for extended periods of time (a phenomenon known as the catastrophic forgetting problem). Current approaches for continual learning of a single expanding task (aka class-incremental continual learning) require extensive rehearsal of previously seen data to avoid this degradation of knowledge. Unfortunately, rehearsal comes at a cost to memory, and it may also violate data-privacy. Instead, we explore combining knowledge distillation and parameter regularization in new ways to achieve strong continual learning performance without rehearsal. Specifically, we take a deep dive into common continual learning techniques: prediction distillation, feature distillation, L2 parameter regularization, and EWC parameter regularization. We first disprove the common assumption that parameter regularization techniques fail for rehearsal-free continual learning of a single, expanding task. Next, we explore how to leverage knowledge from a pre-trained model in rehearsal-free continual learning and find that vanilla L2 parameter regularization outperforms EWC parameter regularization and feature distillation. Finally, we explore the recently popular ImageNet-R benchmark, and show that L2 parameter regularization implemented in self-attention blocks of a ViT transformer outperforms recent popular prompting for continual learning methods.

We present a method for 3D object detection and pose estimation from a single image. In contrast to current techniques that only regress the 3D orientation of an object, our method first regresses relatively stable 3D object properties using a deep convolutional neural network and then combines these estimates with geometric constraints provided by a 2D object bounding box to produce a complete 3D bounding box. The first network output estimates the 3D object orientation using a novel hybrid discrete-continuous loss, which significantly outperforms the L2 loss. The second output regresses the 3D object dimensions, which have relatively little variance compared to alternatives and can often be predicted for many object types. These estimates, combined with the geometric constraints on translation imposed by the 2D bounding box, enable us to recover a stable and accurate 3D object pose. We evaluate our method on the challenging KITTI object detection benchmark both on the official metric of 3D orientation estimation and also on the accuracy of the obtained 3D bounding boxes. Although conceptually simple, our method outperforms more complex and computationally expensive approaches that leverage semantic segmentation, instance level segmentation and flat ground priors and sub-category detection. Our discrete-continuous loss also produces state of the art results for 3D viewpoint estimation on the Pascal 3D+ dataset.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

As the applications of large language models (LLMs) expand across diverse fields, the ability of these models to adapt to ongoing changes in data, tasks, and user preferences becomes crucial. Traditional training methods, relying on static datasets, are increasingly inadequate for coping with the dynamic nature of real-world information. Lifelong learning, also known as continual or incremental learning, addresses this challenge by enabling LLMs to learn continuously and adaptively over their operational lifetime, integrating new knowledge while retaining previously learned information and preventing catastrophic forgetting. This survey delves into the sophisticated landscape of lifelong learning, categorizing strategies into two primary groups: Internal Knowledge and External Knowledge. Internal Knowledge includes continual pretraining and continual finetuning, each enhancing the adaptability of LLMs in various scenarios. External Knowledge encompasses retrieval-based and tool-based lifelong learning, leveraging external data sources and computational tools to extend the model's capabilities without modifying core parameters. The key contributions of our survey are: (1) Introducing a novel taxonomy categorizing the extensive literature of lifelong learning into 12 scenarios; (2) Identifying common techniques across all lifelong learning scenarios and classifying existing literature into various technique groups within each scenario; (3) Highlighting emerging techniques such as model expansion and data selection, which were less explored in the pre-LLM era. Through a detailed examination of these groups and their respective categories, this survey aims to enhance the adaptability, reliability, and overall performance of LLMs in real-world applications.

In recent years, large pre-trained language models (LLMs) have demonstrated the ability to follow instructions and perform novel tasks from a few examples. The possibility to parameterise an LLM through such in-context examples widens their capability at a much lower cost than finetuning. We extend this line of reasoning and present a method which further expands the capabilities of an LLM by embedding it within an algorithm or program. To demonstrate the benefits of this approach, we present an illustrative example of evidence-supported question-answering. We obtain a 6.4\% improvement over the chain of thought baseline through a more algorithmic approach without any finetuning. Furthermore, we highlight recent work from this perspective and discuss the advantages and disadvantages in comparison to the standard approaches.

Scaling multilingual representation learning beyond the hundred most frequent languages is challenging, in particular to cover the long tail of low-resource languages. A promising approach has been to train one-for-all multilingual models capable of cross-lingual transfer, but these models often suffer from insufficient capacity and interference between unrelated languages. Instead, we move away from this approach and focus on training multiple language (family) specific representations, but most prominently enable all languages to still be encoded in the same representational space. To achieve this, we focus on teacher-student training, allowing all encoders to be mutually compatible for bitext mining, and enabling fast learning of new languages. We introduce a new teacher-student training scheme which combines supervised and self-supervised training, allowing encoders to take advantage of monolingual training data, which is valuable in the low-resource setting. Our approach significantly outperforms the original LASER encoder. We study very low-resource languages and handle 50 African languages, many of which are not covered by any other model. For these languages, we train sentence encoders, mine bitexts, and validate the bitexts by training NMT systems.

Large language models (LLMs) demonstrate remarkable ability to comprehend, reason, and generate following nature language instructions. However, the development of LLMs has been primarily focused on high-resource languages, such as English, thereby limiting their applicability and research in other languages. Consequently, we present PolyLM, a multilingual LLM trained on 640 billion (B) tokens, avaliable in two model sizes: 1.7B and 13B. To enhance its multilingual capabilities, we 1) integrate bilingual data into training data; and 2) adopt a curriculum learning strategy that increases the proportion of non-English data from 30% in the first stage to 60% in the final stage during pre-training. Further, we propose a multilingual self-instruct method which automatically generates 132.7K diverse multilingual instructions for model fine-tuning. To assess the model's performance, we collect several existing multilingual tasks, including multilingual understanding, question answering, generation, and translation. Extensive experiments show that PolyLM surpasses other open-source models such as LLaMA and BLOOM on multilingual tasks while maintaining comparable performance in English. Our models, alone with the instruction data and multilingual benchmark, are available at: https://modelscope.cn/models/damo/nlp_polylm_13b_text_generation.

In order to understand the in-context learning phenomenon, recent works have adopted a stylized experimental framework and demonstrated that Transformers can learn gradient-based learning algorithms for various classes of real-valued functions. However, the limitations of Transformers in implementing learning algorithms, and their ability to learn other forms of algorithms are not well understood. Additionally, the degree to which these capabilities are confined to attention-based models is unclear. Furthermore, it remains to be seen whether the insights derived from these stylized settings can be extrapolated to pretrained Large Language Models (LLMs). In this work, we take a step towards answering these questions by demonstrating the following: (a) On a test-bed with a variety of Boolean function classes, we find that Transformers can nearly match the optimal learning algorithm for 'simpler' tasks, while their performance deteriorates on more 'complex' tasks. Additionally, we find that certain attention-free models perform (almost) identically to Transformers on a range of tasks. (b) When provided a teaching sequence, i.e. a set of examples that uniquely identifies a function in a class, we show that Transformers learn more sample-efficiently. Interestingly, our results show that Transformers can learn to implement two distinct algorithms to solve a single task, and can adaptively select the more sample-efficient algorithm depending on the sequence of in-context examples. (c) Lastly, we show that extant LLMs, e.g. LLaMA-2, GPT-4, can compete with nearest-neighbor baselines on prediction tasks that are guaranteed to not be in their training set.

Large Language Models (LLMs), trained predominantly on extensive English data, often exhibit limitations when applied to other languages. Current research is primarily focused on enhancing the multilingual capabilities of these models by employing various tuning strategies. Despite their effectiveness in certain languages, the understanding of the multilingual abilities of LLMs remains incomplete. This study endeavors to evaluate the multilingual capacity of LLMs by conducting an exhaustive analysis across 101 languages, and classifies languages with similar characteristics into four distinct quadrants. By delving into each quadrant, we shed light on the rationale behind their categorization and offer actionable guidelines for tuning these languages. Extensive experiments reveal that existing LLMs possess multilingual capabilities that surpass our expectations, and we can significantly improve the multilingual performance of LLMs by focusing on these distinct attributes present in each quadrant.

The mainstream paradigm behind continual learning has been to adapt the model parameters to non-stationary data distributions, where catastrophic forgetting is the central challenge. Typical methods rely on a rehearsal buffer or known task identity at test time to retrieve learned knowledge and address forgetting, while this work presents a new paradigm for continual learning that aims to train a more succinct memory system without accessing task identity at test time. Our method learns to dynamically prompt (L2P) a pre-trained model to learn tasks sequentially under different task transitions. In our proposed framework, prompts are small learnable parameters, which are maintained in a memory space. The objective is to optimize prompts to instruct the model prediction and explicitly manage task-invariant and task-specific knowledge while maintaining model plasticity. We conduct comprehensive experiments under popular image classification benchmarks with different challenging continual learning settings, where L2P consistently outperforms prior state-of-the-art methods. Surprisingly, L2P achieves competitive results against rehearsal-based methods even without a rehearsal buffer and is directly applicable to challenging task-agnostic continual learning. Source code is available at https://github.com/google-research/l2p.

In recent years, pre-trained Multilingual Language Models (MLLMs) have shown a strong ability to transfer knowledge across different languages. However, given that the aspiration for such an ability has not been explicitly incorporated in the design of the majority of MLLMs, it is challenging to obtain a unique and straightforward explanation for its emergence. In this review paper, we survey literature that investigates different factors contributing to the capacity of MLLMs to perform zero-shot cross-lingual transfer and subsequently outline and discuss these factors in detail. To enhance the structure of this review and to facilitate consolidation with future studies, we identify five categories of such factors. In addition to providing a summary of empirical evidence from past studies, we identify consensuses among studies with consistent findings and resolve conflicts among contradictory ones. Our work contextualizes and unifies existing research streams which aim at explaining the cross-lingual potential of MLLMs. This review provides, first, an aligned reference point for future research and, second, guidance for a better-informed and more efficient way of leveraging the cross-lingual capacity of MLLMs.

This tutorial explores the advancements and challenges in the development of Large Language Models (LLMs) such as ChatGPT and Gemini. It addresses inherent limitations like temporal knowledge cutoffs, mathematical inaccuracies, and the generation of incorrect information, proposing solutions like Retrieval Augmented Generation (RAG), Program-Aided Language Models (PAL), and frameworks such as ReAct and LangChain. The integration of these techniques enhances LLM performance and reliability, especially in multi-step reasoning and complex task execution. The paper also covers fine-tuning strategies, including instruction fine-tuning, parameter-efficient methods like LoRA, and Reinforcement Learning from Human Feedback (RLHF) as well as Reinforced Self-Training (ReST). Additionally, it provides a comprehensive survey of transformer architectures and training techniques for LLMs. The toolbox for implementing these techniques is publicly available at https://github.com/giorgioroffo/large_language_models_open_suite

Recent large language models (LLMs) demonstrate impressive capabilities in handling long contexts, some exhibiting near-perfect recall on synthetic retrieval tasks. However, these evaluations have mainly focused on English text and involved a single target sentence within lengthy contexts. Our work investigates how LLM performance generalizes to multilingual settings with multiple hidden target sentences. We create a new dataset -- mLongRR -- to comprehensively evaluate several multilingual long-context LLMs on retrieval and reasoning tasks across five languages: English, Vietnamese, Indonesian, Swahili, and Somali. These languages share the Latin script but belong to distinct language families and resource levels. Our analysis reveals a significant performance gap between languages. The best-performing models such as Gemini-1.5 and GPT-4o, achieve around 96% accuracy in English to around 36% in Somali with a single target sentence. However, this accuracy drops to 40% in English and 0% in Somali when dealing with three target sentences. Our findings highlight the challenges long-context LLMs face when processing longer contexts, an increase in the number of target sentences, or languages of lower resource levels.

Current pre-trained language models rely on large datasets for achieving state-of-the-art performance. However, past research has shown that not all examples in a dataset are equally important during training. In fact, it is sometimes possible to prune a considerable fraction of the training set while maintaining the test performance. Established on standard vision benchmarks, two gradient-based scoring metrics for finding important examples are GraNd and its estimated version, EL2N. In this work, we employ these two metrics for the first time in NLP. We demonstrate that these metrics need to be computed after at least one epoch of fine-tuning and they are not reliable in early steps. Furthermore, we show that by pruning a small portion of the examples with the highest GraNd/EL2N scores, we can not only preserve the test accuracy, but also surpass it. This paper details adjustments and implementation choices which enable GraNd and EL2N to be applied to NLP.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

Supervised learning relies on annotated data, which is expensive to obtain. A longstanding strategy to reduce annotation costs is active learning, an iterative process, in which a human annotates only data instances deemed informative by a model. Large language models (LLMs) have pushed the effectiveness of active learning, but have also improved methods such as few- or zero-shot learning, and text synthesis - thereby introducing potential alternatives. This raises the question: has active learning become obsolete? To answer this fully, we must look beyond literature to practical experiences. We conduct an online survey in the NLP community to collect previously intangible insights on the perceived relevance of data annotation, particularly focusing on active learning, including best practices, obstacles and expected future developments. Our findings show that annotated data remains a key factor, and active learning continues to be relevant. While the majority of active learning users find it effective, a comparison with a community survey from over a decade ago reveals persistent challenges: setup complexity, estimation of cost reduction, and tooling. We publish an anonymized version of the collected dataset

Large-language Models (LLMs) have been extremely successful at tasks like complex dialogue understanding, reasoning and coding due to their emergent abilities. These emergent abilities have been extended with multi-modality to include image, audio, and video capabilities. Recommender systems, on the other hand, have been critical for information seeking and item discovery needs. Recently, there have been attempts to apply LLMs for recommendations. One difficulty of current attempts is that the underlying LLM is usually not trained on the recommender system data, which largely contains user interaction signals and is often not publicly available. Another difficulty is user interaction signals often have a different pattern from natural language text, and it is currently unclear if the LLM training setup can learn more non-trivial knowledge from interaction signals compared with traditional recommender system methods. Finally, it is difficult to train multiple LLMs for different use-cases, and to retain the original language and reasoning abilities when learning from recommender system data. To address these three limitations, we propose an Item-Language Model (ILM), which is composed of an item encoder to produce text-aligned item representations that encode user interaction signals, and a frozen LLM that can understand those item representations with preserved pretrained knowledge. We conduct extensive experiments which demonstrate both the importance of the language-alignment and of user interaction knowledge in the item encoder.

The in-context learning ability of large language models (LLMs) enables them to generalize to novel downstream tasks with relatively few labeled examples. However, they require enormous computational resources to be deployed. Alternatively, smaller models can solve specific tasks if fine-tuned with enough labeled examples. These examples, however, are expensive to obtain. In pursuit of the best of both worlds, we study the annotation and generation of fine-tuning training data via fine-tuned teacher LLMs to improve the downstream performance of much smaller models. In four text classification and two text generation tasks, we find that both data generation and annotation dramatically improve the respective downstream model's performance, occasionally necessitating only a minor fraction of the original training dataset.

Recent advances in Large Language Models (LLMs) have exhibited remarkable proficiency across various tasks. Given the potent applications of LLMs in numerous fields, there has been a surge in LLM development. In developing LLMs, a common practice involves continual pre-training on previously fine-tuned models. However, this can lead to catastrophic forgetting. In our work, we investigate the phenomenon of forgetting that occurs during continual pre-training on an existing fine-tuned LLM. We evaluate the impact of continuous pre-training on the fine-tuned LLM across various dimensions, including output format, knowledge, and reliability. Experiment results highlight the non-trivial challenge of addressing catastrophic forgetting during continual pre-training, especially the repetition issue.

A primary challenge in large language model (LLM) development is their onerous pre-training cost. Typically, such pre-training involves optimizing a self-supervised objective (such as next-token prediction) over a large corpus. This paper explores a promising paradigm to improve LLM pre-training efficiency and quality by suitably leveraging a small language model (SLM). In particular, this paradigm relies on an SLM to both (1) provide soft labels as additional training supervision, and (2) select a small subset of valuable ("informative" and "hard") training examples. Put together, this enables an effective transfer of the SLM's predictive distribution to the LLM, while prioritizing specific regions of the training data distribution. Empirically, this leads to reduced LLM training time compared to standard training, while improving the overall quality. Theoretically, we develop a statistical framework to systematically study the utility of SLMs in enabling efficient training of high-quality LLMs. In particular, our framework characterizes how the SLM's seemingly low-quality supervision can enhance the training of a much more capable LLM. Furthermore, it also highlights the need for an adaptive utilization of such supervision, by striking a balance between the bias and variance introduced by the SLM-provided soft labels. We corroborate our theoretical framework by improving the pre-training of an LLM with 2.8B parameters by utilizing a smaller LM with 1.5B parameters on the Pile dataset.

Large language models (LLMs) have demonstrated their ability to learn in-context, allowing them to perform various tasks based on a few input-output examples. However, the effectiveness of in-context learning is heavily reliant on the quality of the selected examples. In this paper, we propose a novel framework to iteratively train dense retrievers that can identify high-quality in-context examples for LLMs. Our framework initially trains a reward model based on LLM feedback to evaluate the quality of candidate examples, followed by knowledge distillation to train a bi-encoder based dense retriever. Our experiments on a suite of 30 tasks demonstrate that our framework significantly enhances in-context learning performance. Furthermore, we show the generalization ability of our framework to unseen tasks during training. An in-depth analysis reveals that our model improves performance by retrieving examples with similar patterns, and the gains are consistent across LLMs of varying sizes.

Pretrained large language models (LLMs) are currently state-of-the-art for solving the vast majority of natural language processing tasks. While many real-world applications still require fine-tuning to reach satisfactory levels of performance, many of them are in the low-data regime, making fine-tuning challenging. To address this, we propose LLM2LLM, a targeted and iterative data augmentation strategy that uses a teacher LLM to enhance a small seed dataset by augmenting additional data that can be used for fine-tuning on a specific task. LLM2LLM (1) fine-tunes a baseline student LLM on the initial seed data, (2) evaluates and extracts data points that the model gets wrong, and (3) uses a teacher LLM to generate synthetic data based on these incorrect data points, which are then added back into the training data. This approach amplifies the signal from incorrectly predicted data points by the LLM during training and reintegrates them into the dataset to focus on more challenging examples for the LLM. Our results show that LLM2LLM significantly enhances the performance of LLMs in the low-data regime, outperforming both traditional fine-tuning and other data augmentation baselines. LLM2LLM reduces the dependence on labor-intensive data curation and paves the way for more scalable and performant LLM solutions, allowing us to tackle data-constrained domains and tasks. We achieve improvements up to 24.2% on the GSM8K dataset, 32.6% on CaseHOLD, 32.0% on SNIPS, 52.6% on TREC and 39.8% on SST-2 over regular fine-tuning in the low-data regime using a LLaMA2-7B student model.

In-context learning (ICL) allows a language model to improve its problem-solving capability when provided with suitable information in context. Since the choice of in-context information can be determined based on the problem itself, in-context learning is analogous to human learning from teachers in a classroom. Recent works (Didolkar et al., 2024a; 2024b) show that ICL performance can be improved by leveraging a frontier large language model's (LLM) ability to predict required skills to solve a problem, popularly referred to as an LLM's metacognition, and using the recommended skills to construct necessary in-context examples. While this skill-based strategy boosts ICL performance in larger models, its gains on small language models (SLMs) have been minimal, highlighting a performance gap in ICL capabilities. We investigate this gap and show that skill-based prompting can hurt SLM performance on easy questions by introducing unnecessary information, akin to cognitive overload. To address this, we introduce AdaptMI, an adaptive approach to selecting skill-based in-context Math Instructions for SLMs. Inspired by cognitive load theory from human pedagogy, our method only introduces skill-based examples when the model performs poorly. We further propose AdaptMI+, which adds examples targeted to the specific skills missing from the model's responses. On 5-shot evaluations across popular math benchmarks and five SLMs (1B--7B; Qwen, Llama), AdaptMI+ improves accuracy by up to 6% over naive skill-based strategies.

Language Models (LMs) can perform new tasks by adapting to a few in-context examples. For humans, explanations that connect examples to task principles can improve learning. We therefore investigate whether explanations of few-shot examples can help LMs. We annotate questions from 40 challenging tasks with answer explanations, and various matched control explanations. We evaluate how different types of explanations, instructions, and controls affect zero- and few-shot performance. We analyze these results using statistical multilevel modeling techniques that account for the nested dependencies among conditions, tasks, prompts, and models. We find that explanations can improve performance -- even without tuning. Furthermore, explanations hand-tuned for performance on a small validation set offer substantially larger benefits, and building a prompt by selecting examples and explanations together substantially improves performance over selecting examples alone. Finally, even untuned explanations outperform carefully matched controls, suggesting that the benefits are due to the link between an example and its explanation, rather than lower-level features. However, only large models benefit. In summary, explanations can support the in-context learning of large LMs on challenging tasks.

In the quest for super-human performance, Large Language Models (LLMs) have traditionally been tethered to human-annotated datasets and predefined training objectives-a process that is both labor-intensive and inherently limited. This paper presents a transformative approach: Autonomous Learning for LLMs, a self-sufficient learning paradigm that frees models from the constraints of human supervision. This method endows LLMs with the ability to self-educate through direct interaction with text, akin to a human reading and comprehending literature. Our approach eliminates the reliance on annotated data, fostering an Autonomous Learning environment where the model independently identifies and reinforces its knowledge gaps. Empirical results from our comprehensive experiments, which utilized a diverse array of learning materials and were evaluated against standard public quizzes, reveal that Autonomous Learning outstrips the performance of both Pre-training and Supervised Fine-Tuning (SFT), as well as retrieval-augmented methods. These findings underscore the potential of Autonomous Learning to not only enhance the efficiency and effectiveness of LLM training but also to pave the way for the development of more advanced, self-reliant AI systems.

Large language models (LLMs) exhibit impressive emergent abilities in natural language processing, but their democratization is hindered due to huge computation requirements and closed-source nature. Recent research on advancing open-source smaller LMs by distilling knowledge from black-box LLMs has obtained promising results in the instruction-following ability. However, the reasoning ability which is more challenging to foster, is relatively rarely explored. In this paper, we propose a tailored learning approach to distill such reasoning ability to smaller LMs to facilitate the democratization of the exclusive reasoning ability. In contrast to merely employing LLM as a data annotator, we exploit the potential of LLM as a reasoning teacher by building an interactive multi-round learning paradigm. This paradigm enables the student to expose its deficiencies to the black-box teacher who then can provide customized training data in return. Further, to exploit the reasoning potential of the smaller LM, we propose self-reflection learning to motivate the student to learn from self-made mistakes. The learning from self-reflection and LLM are all tailored to the student's learning status, thanks to the seamless integration with the multi-round learning paradigm. Comprehensive experiments and analysis on mathematical and commonsense reasoning tasks demonstrate the effectiveness of our method. The code will be available at https://github.com/Raibows/Learn-to-Reason.

This paper provides a primer on Large Language Models (LLMs) and identifies their strengths, limitations, applications and research directions. It is intended to be useful to those in academia and industry who are interested in gaining an understanding of the key LLM concepts and technologies, and in utilising this knowledge in both day to day tasks and in more complex scenarios where this technology can enhance current practices and processes.

Large language models (LLMs) hold the promise of solving diverse tasks when provided with appropriate natural language prompts. However, prompting often leads models to make predictions with lower accuracy compared to finetuning a model with ample training data. On the other hand, while finetuning LLMs on task-specific data generally improves their performance, abundant annotated datasets are not available for all tasks. Previous work has explored generating task-specific data from state-of-the-art LLMs and using this data to finetune smaller models, but this approach requires access to a language model other than the one being trained, which introduces cost, scalability challenges, and legal hurdles associated with continuously relying on more powerful LLMs. In response to these, we propose SELF-GUIDE, a multi-stage mechanism in which we synthesize task-specific input-output pairs from the student LLM, then use these input-output pairs to finetune the student LLM itself. In our empirical evaluation of the Natural Instructions V2 benchmark, we find that SELF-GUIDE improves the performance of LLM by a substantial margin. Specifically, we report an absolute improvement of approximately 15% for classification tasks and 18% for generation tasks in the benchmark's metrics. This sheds light on the promise of self-synthesized data guiding LLMs towards becoming task-specific experts without any external learning signals.

LLMs are typically trained in high-resource languages, and tasks in lower-resourced languages tend to underperform the higher-resource language counterparts for in-context learning. Despite the large body of work on prompting settings, it is still unclear how LLMs should be adapted cross-lingually specifically for in-context learning in the low-resource target languages. We perform a comprehensive study spanning five diverse target languages, three base LLMs, and seven downstream tasks spanning over 4,100 GPU training hours (9,900+ TFLOPs) across various adaptation techniques: few-shot prompting, translate-test, fine-tuning, embedding re-initialization, and instruction fine-tuning. Our results show that the few-shot prompting and translate-test settings tend to heavily outperform the gradient-based adaptation methods. To better understand this discrepancy, we design a novel metric, Valid Output Recall (VOR), and analyze model outputs to empirically attribute the degradation of these trained models to catastrophic forgetting. To the extent of our knowledge, this is the largest study done on in-context learning for low-resource languages with respect to train compute and number of adaptation techniques considered. We make all our datasets and trained models available for public use.

We investigate the predictability of large language model (LLM) capabilities: given records of past experiments using different model families, numbers of parameters, tasks, and numbers of in-context examples, can we accurately predict LLM performance on new experiment configurations? Answering this question has practical implications for LLM users (e.g., deciding which models to try), developers (e.g., prioritizing evaluation on representative tasks), and the research community (e.g., identifying hard-to-predict capabilities that warrant further investigation). We study the performance prediction problem on experiment records from BIG-bench. On a random train-test split, an MLP-based predictor achieves an R^2 score greater than 95%, indicating the presence of learnable patterns within the experiment records. We then formulate the problem of searching for "small-bench," an informative subset of BIG-bench tasks from which the performance on the full set can be maximally recovered. We find a subset as informative as BIG-bench Hard for evaluating new model families, while being 3times smaller. Additionally, we find competitive subsets by clustering task representations learned by our MLP-based predictor and selecting tasks close to cluster centroids, highlighting the importance of task diversity in constructing "small-bench."

The recent success of large language models (LLMs) trained on static, pre-collected, general datasets has sparked numerous research directions and applications. One such direction addresses the non-trivial challenge of integrating pre-trained LLMs into dynamic data distributions, task structures, and user preferences. Pre-trained LLMs, when tailored for specific needs, often experience significant performance degradation in previous knowledge domains -- a phenomenon known as "catastrophic forgetting". While extensively studied in the continual learning (CL) community, it presents new manifestations in the realm of LLMs. In this survey, we provide a comprehensive overview of the current research progress on LLMs within the context of CL. This survey is structured into four main sections: we first describe an overview of continually learning LLMs, consisting of two directions of continuity: vertical continuity (or vertical continual learning), i.e., continual adaptation from general to specific capabilities, and horizontal continuity (or horizontal continual learning), i.e., continual adaptation across time and domains (Section 3). We then summarize three stages of learning LLMs in the context of modern CL: Continual Pre-Training (CPT), Domain-Adaptive Pre-training (DAP), and Continual Fine-Tuning (CFT) (Section 4). Then we provide an overview of evaluation protocols for continual learning with LLMs, along with the current available data sources (Section 5). Finally, we discuss intriguing questions pertaining to continual learning for LLMs (Section 6). The full list of papers examined in this survey is available at https://github.com/Wang-ML-Lab/llm-continual-learning-survey.

Large language models (LLMs) have garnered significant interest in natural language processing (NLP), particularly their remarkable performance in various downstream tasks in resource-rich languages. Recent studies have highlighted the limitations of LLMs in low-resource languages, primarily focusing on binary classification tasks and giving minimal attention to South Asian languages. These limitations are primarily attributed to constraints such as dataset scarcity, computational costs, and research gaps specific to low-resource languages. To address this gap, we present datasets for sentiment and hate speech tasks by translating from English to Bangla, Hindi, and Urdu, facilitating research in low-resource language processing. Further, we comprehensively examine zero-shot learning using multiple LLMs in English and widely spoken South Asian languages. Our findings indicate that GPT-4 consistently outperforms Llama 2 and Gemini, with English consistently demonstrating superior performance across diverse tasks compared to low-resource languages. Furthermore, our analysis reveals that natural language inference (NLI) exhibits the highest performance among the evaluated tasks, with GPT-4 demonstrating superior capabilities.

In real-world NLP applications, Large Language Models (LLMs) offer promising solutions due to their extensive training on vast datasets. However, the large size and high computation demands of LLMs limit their practicality in many applications, especially when further fine-tuning is required. To address these limitations, smaller models are typically preferred for deployment. However, their training is hindered by the scarcity of labeled data. In contrast, unlabeled data is often readily which can be leveraged by using LLMs to generate pseudo-labels for training smaller models. This enables the smaller models (student) to acquire knowledge from LLMs(teacher) while reducing computational costs. This process introduces challenges, such as potential noisy pseudo-labels. Selecting high-quality and informative data is therefore critical to enhance model performance while improving the efficiency of data utilization. To address this, we propose LLKD that enables Learning with Less computational resources and less data for Knowledge Distillation from LLMs. LLKD is an adaptive sample selection method that incorporates signals from both the teacher and student. Specifically, it prioritizes samples where the teacher demonstrates high confidence in its labeling, indicating reliable labels, and where the student exhibits a high information need, identifying challenging samples that require further learning. Our comprehensive experiments show that LLKD achieves superior performance across various datasets with higher data efficiency.

Large language models (LLMs) have exerted a considerable impact on diverse language-related tasks in recent years. Their demonstrated state-of-the-art performance is achieved through methodologies such as zero-shot or few-shot prompting. These models undergo training on extensive datasets that encompass segments of the Internet and subsequently undergo fine-tuning tailored to specific tasks. Notably, they exhibit proficiency in tasks such as translation, summarization, question answering, and creative writing, even in the absence of explicit training for those particular tasks. While they have shown substantial improvement in the multilingual tasks their performance in the code switching, especially for machine translation remains relatively uncharted. In this paper, we present an extensive study on the code switching task specifically for the machine translation task comparing multiple LLMs. Our results indicate that despite the LLMs having promising results in the certain tasks, the models with relatively lesser complexity outperform the multilingual large language models in the machine translation task. We posit that the efficacy of multilingual large language models in contextual code switching is constrained by their training methodologies. In contrast, relatively smaller models, when trained and fine-tuned on bespoke datasets, may yield superior results in comparison to the majority of multilingual models.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

Large Language Models (LLMs) for public use require continuous pre-training to remain up-to-date with the latest data. The models also need to be fine-tuned with specific instructions to maintain their ability to follow instructions accurately. Typically, LLMs are released in two versions: the Base LLM, pre-trained on diverse data, and the instruction-refined LLM, additionally trained with specific instructions for better instruction following. The question arises as to which model should undergo continuous pre-training to maintain its instruction-following abilities while also staying current with the latest data. In this study, we delve into the intricate relationship between continuous pre-training and instruction fine-tuning of the LLMs and investigate the impact of continuous pre-training on the instruction following abilities of both the base and its instruction finetuned model. Further, the instruction fine-tuning process is computationally intense and requires a substantial number of hand-annotated examples for the model to learn effectively. This study aims to find the most compute-efficient strategy to gain up-to-date knowledge and instruction-following capabilities without requiring any instruction data and fine-tuning. We empirically prove our findings on the LLaMa 3, 3.1 and Qwen 2, 2.5 family of base and instruction models, providing a comprehensive exploration of our hypotheses across varying sizes of pre-training data corpus and different LLMs settings.

Prior research has investigated the impact of various linguistic features on cross-lingual transfer performance. In this study, we investigate the manner in which this effect can be mapped onto the representation space. While past studies have focused on the impact on cross-lingual alignment in multilingual language models during fine-tuning, this study examines the absolute evolution of the respective language representation spaces produced by MLLMs. We place a specific emphasis on the role of linguistic characteristics and investigate their inter-correlation with the impact on representation spaces and cross-lingual transfer performance. Additionally, this paper provides preliminary evidence of how these findings can be leveraged to enhance transfer to linguistically distant languages.

Language models have steadily increased in size over the past few years. They achieve a high level of performance on various natural language processing (NLP) tasks such as question answering and summarization. Large language models (LLMs) have been used for generation and can now output human-like text. Due to this, there are other downstream tasks in the realm of dialog that can now harness the LLMs' language understanding capabilities. Dialog evaluation is one task that this paper will explore. It concentrates on prompting with LLMs: BLOOM, OPT, GPT-3, Flan-T5, InstructDial and TNLGv2. The paper shows that the choice of datasets used for training a model contributes to how well it performs on a task as well as on how the prompt should be structured. Specifically, the more diverse and relevant the group of datasets that a model is trained on, the better dialog evaluation performs. This paper also investigates how the number of examples in the prompt and the type of example selection used affect the model's performance.

Task semantics can be expressed by a set of input-to-output examples or a piece of textual instruction. Conventional machine learning approaches for natural language processing (NLP) mainly rely on the availability of large-scale sets of task-specific examples. Two issues arise: first, collecting task-specific labeled examples does not apply to scenarios where tasks may be too complicated or costly to annotate, or the system is required to handle a new task immediately; second, this is not user-friendly since end-users are probably more willing to provide task description rather than a set of examples before using the system. Therefore, the community is paying increasing interest in a new supervision-seeking paradigm for NLP: learning from task instructions. Despite its impressive progress, there are some common issues that the community struggles with. This survey paper tries to summarize and provide insights into the current research on instruction learning, particularly by answering the following questions: (i) What is task instruction, and what instruction types exist? (ii) How to model instructions? (iii) What factors influence and explain the instructions' performance? (iv) What challenges remain in instruction learning? To our knowledge, this is the first comprehensive survey about textual instructions.

Large language models (LLMs) have had a huge impact on society due to their impressive capabilities and vast knowledge of the world. Various applications and tools have been created that allow users to interact with these models in a black-box scenario. However, one limitation of this scenario is that users cannot modify the internal knowledge of the model, and the only way to add or modify internal knowledge is by explicitly mentioning it to the model during the current interaction. This learning process is called in-context training, and it refers to training that is confined to the user's current session or context. In-context learning has significant applications, but also has limitations that are seldom studied. In this paper, we present a study that shows how the model can suffer from interference between information that continually flows in the context, causing it to forget previously learned knowledge, which can reduce the model's performance. Along with showing the problem, we propose an evaluation benchmark based on the bAbI dataset.

We propose a novel framework for comprehending the reasoning capabilities of large language models (LLMs) through the perspective of meta-learning. By conceptualizing reasoning trajectories as pseudo-gradient descent updates to the LLM's parameters, we identify parallels between LLM reasoning and various meta-learning paradigms. We formalize the training process for reasoning tasks as a meta-learning setup, with each question treated as an individual task, and reasoning trajectories serving as the inner loop optimization for adapting model parameters. Once trained on a diverse set of questions, the LLM develops fundamental reasoning capabilities that can generalize to previously unseen questions. Extensive empirical evaluations substantiate the strong connection between LLM reasoning and meta-learning, exploring several issues of significant interest from a meta-learning standpoint. Our work not only enhances the understanding of LLM reasoning but also provides practical insights for improving these models through established meta-learning techniques.

Large language models (LLMs) have demonstrated remarkable capabilities in various natural language processing tasks. However, achieving strong performance in specialized domains like mathematical reasoning and non-English languages often requires extensive training on massive datasets. This paper investigates a contrasting approach: strategic fine-tuning on a small, high-quality, bilingual (English-French) dataset to enhance both the reasoning capabilities and French language proficiency of a large language model. Rather than relying on scale, we explore the hypothesis that targeted data curation and optimized training can achieve competitive, or even superior, performance. We demonstrate, through targeted supervised fine-tuning (SFT) on only 2,000 carefully selected samples, significant improvements in mathematical reasoning. Specifically, Pensez 7B exhibits an increase in accuracy of the base model up to 20% on the AIME25 and a 12% increase on a French MATH level 5 benchmark. These results challenge the prevailing assumption that massive datasets are aprerequisite for strong reasoning performance in LLMs, highlighting the potential of strategic data curation and optimized fine-tuning for enhancing both specialized skills and multilingual capabilities. Our findings have implications for the efficient development of high-performing, multilingual LLMs, especially in resource-constrained scenarios.

Recent work on applying large language models (LMs) achieves impressive performance in many NLP applications. Adapting or posttraining an LM using an unlabeled domain corpus can produce even better performance for end-tasks in the domain. This paper proposes the problem of continually extending an LM by incrementally post-train the LM with a sequence of unlabeled domain corpora to expand its knowledge without forgetting its previous skills. The goal is to improve the few-shot end-task learning in these domains. The resulting system is called CPT (Continual PostTraining), which to our knowledge, is the first continual post-training system. Experimental results verify its effectiveness.

As LLMs gain more popularity as chatbots and general assistants, methods have been developed to enable LLMs to follow instructions and align with human preferences. These methods have found success in the field, but their effectiveness has not been demonstrated outside of high-resource languages. In this work, we discuss our experiences in post-training an LLM for instruction-following for English and Finnish. We use a multilingual LLM to translate instruction and preference datasets from English to Finnish. We perform instruction tuning and preference optimization in English and Finnish and evaluate the instruction-following capabilities of the model in both languages. Our results show that with a few hundred Finnish instruction samples we can obtain competitive performance in Finnish instruction-following. We also found that although preference optimization in English offers some cross-lingual benefits, we obtain our best results by using preference data from both languages. We release our model, datasets, and recipes under open licenses at https://huggingface.co/LumiOpen/Poro-34B-chat-OpenAssistant

As the application space of language models continues to evolve, a natural question to ask is how we can quickly adapt models to new tasks. We approach this classic question from a continual learning perspective, in which we aim to continue fine-tuning models trained on past tasks on new tasks, with the goal of "transferring" relevant knowledge. However, this strategy also runs the risk of doing more harm than good, i.e., negative transfer. In this paper, we construct a new benchmark of task sequences that target different possible transfer scenarios one might face, such as a sequence of tasks with high potential of positive transfer, high potential for negative transfer, no expected effect, or a mixture of each. An ideal learner should be able to maximally exploit information from all tasks that have any potential for positive transfer, while also avoiding the negative effects of any distracting tasks that may confuse it. We then propose a simple, yet effective, learner that satisfies many of our desiderata simply by leveraging a selective strategy for initializing new models from past task checkpoints. Still, limitations remain, and we hope this benchmark can help the community to further build and analyze such learners.

Open source large language models (LLMs) have shown great improvements in recent times. However, many of these models are focused solely on popular spoken languages. We present a high quality dataset of more than 70k prompt-response pairs in 74 languages which consist of human generated prompts and synthetic responses. We use this dataset to train a state-of-the-art open source English LLM to chat multilingually. We evaluate our model on MT-Bench chat benchmarks in 6 languages, finding that our multilingual model outperforms previous state-of-the-art open source LLMs across each language. We further find that training on more multilingual data is beneficial to the performance in a chosen target language (Japanese) compared to simply training on only data in that language. These results indicate the necessity of training on large amounts of high quality multilingual data to make a more accessible LLM.

While structure learning achieves remarkable performance in high-resource languages, the situation differs for under-represented languages due to the scarcity of annotated data. This study focuses on assessing the efficacy of transfer learning in enhancing dependency parsing for Javanese, a language spoken by 80 million individuals but characterized by limited representation in natural language processing. We utilized the Universal Dependencies dataset consisting of dependency treebanks from more than 100 languages, including Javanese. We propose two learning strategies to train the model: transfer learning (TL) and hierarchical transfer learning (HTL). While TL only uses a source language to pre-train the model, the HTL method uses a source language and an intermediate language in the learning process. The results show that our best model uses the HTL method, which improves performance with an increase of 10% for both UAS and LAS evaluations compared to the baseline model.

Recent studies show that large language models (LLMs) can be instructed to effectively perform zero-shot passage re-ranking, in which the results of a first stage retrieval method, such as BM25, are rated and reordered to improve relevance. In this work, we improve LLM-based re-ranking by algorithmically selecting few-shot demonstrations to include in the prompt. Our analysis investigates the conditions where demonstrations are most helpful, and shows that adding even one demonstration is significantly beneficial. We propose a novel demonstration selection strategy based on difficulty rather than the commonly used semantic similarity. Furthermore, we find that demonstrations helpful for ranking are also effective at question generation. We hope our work will spur more principled research into question generation and passage ranking.

In this paper, we investigate how large language models (LLMS) process non-English tokens within their layer representations, an open question despite significant advancements in the field. Using representation steering, specifically by adding a learned vector to a single model layer's activations, we demonstrate that steering a single model layer can notably enhance performance. Our analysis shows that this approach achieves results comparable to translation baselines and surpasses state of the art prompt optimization methods. Additionally, we highlight how advanced techniques like supervised fine tuning (sft) and reinforcement learning from human feedback (rlhf) improve multilingual capabilities by altering representation spaces. We further illustrate how these methods align with our approach to reshaping LLMS layer representations.

The proliferation of Large Language Models (LLMs) highlights the critical importance of conducting thorough evaluations to discern their comparative advantages, limitations, and optimal use cases. Particularly important is assessing their capacity to accurately retrieve information included in a given prompt. A model's ability to do this significantly influences how effectively it can utilize contextual details, thus impacting its practical efficacy and dependability in real-world applications. Our research analyzes the in-context recall performance of various LLMs using the needle-in-a-haystack method. In this approach, a factoid (the "needle") is embedded within a block of filler text (the "haystack"), which the model is asked to retrieve. We assess the recall performance of each model across various haystack lengths and with varying needle placements to identify performance patterns. This study demonstrates that an LLM's recall capability is not only contingent upon the prompt's content but also may be compromised by biases in its training data. Conversely, adjustments to model architecture, training strategy, or fine-tuning can improve performance. Our analysis provides insight into LLM behavior, offering direction for the development of more effective applications of LLMs.

Recent advancements in language models have demonstrated remarkable improvements in various natural language processing (NLP) tasks such as web navigation. Supervised learning (SL) approaches have achieved impressive performance while utilizing significantly less training data compared to previous methods. However, these SL-based models fall short when compared to reinforcement learning (RL) approaches, which have shown superior results. In this paper, we propose a novel approach that combines SL and RL techniques over the MiniWoB benchmark to leverage the strengths of both methods. We also address a critical limitation in previous models' understanding of HTML content, revealing a tendency to memorize target elements rather than comprehend the underlying structure. To rectify this, we propose methods to enhance true understanding and present a new baseline of results. Our experiments demonstrate that our approach outperforms previous SL methods on certain tasks using less data and narrows the performance gap with RL models, achieving 43.58\% average accuracy in SL and 36.69\% when combined with a multimodal RL approach. This study sets a new direction for future web navigation and offers insights into the limitations and potential of language modeling for computer tasks.

Large language models (LLMs) have multilingual capabilities and can solve tasks across various languages. However, we show that current LLMs make key decisions in a representation space closest to English, regardless of their input and output languages. Exploring the internal representations with a logit lens for sentences in French, German, Dutch, and Mandarin, we show that the LLM first emits representations close to English for semantically-loaded words before translating them into the target language. We further show that activation steering in these LLMs is more effective when the steering vectors are computed in English rather than in the language of the inputs and outputs. This suggests that multilingual LLMs perform key reasoning steps in a representation that is heavily shaped by English in a way that is not transparent to system users.

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.

Large language models (LLMs) show remarkable capabilities across a variety of tasks. Despite the models only seeing text in training, several recent studies suggest that LLM representations implicitly capture aspects of the underlying grounded concepts. Here, we explore LLM representations of a particularly salient kind of grounded knowledge -- spatial relationships. We design natural-language navigation tasks and evaluate the ability of LLMs, in particular GPT-3.5-turbo, GPT-4, and Llama2 series models, to represent and reason about spatial structures. These tasks reveal substantial variability in LLM performance across different spatial structures, including square, hexagonal, and triangular grids, rings, and trees. In extensive error analysis, we find that LLMs' mistakes reflect both spatial and non-spatial factors. These findings suggest that LLMs appear to capture certain aspects of spatial structure implicitly, but room for improvement remains.

We analyze how well pre-trained large language models (e.g., Llama2, GPT-4, Claude 3, etc) can do linear and non-linear regression when given in-context examples, without any additional training or gradient updates. Our findings reveal that several large language models (e.g., GPT-4, Claude 3) are able to perform regression tasks with a performance rivaling (or even outperforming) that of traditional supervised methods such as Random Forest, Bagging, or Gradient Boosting. For example, on the challenging Friedman #2 regression dataset, Claude 3 outperforms many supervised methods such as AdaBoost, SVM, Random Forest, KNN, or Gradient Boosting. We then investigate how well the performance of large language models scales with the number of in-context exemplars. We borrow from the notion of regret from online learning and empirically show that LLMs are capable of obtaining a sub-linear regret.

Large Language Models (LLMs) have been profusely evaluated on their ability to answer questions on many topics and their performance on different natural language understanding tasks. Those tests are usually conducted in English, but most LLM users are not native English speakers. Therefore, it is of interest to analyze how LLMs understand other languages at different levels: from paragraphs to morphems. In this paper, we evaluate the performance of state-of-the-art LLMs in TELEIA, a recently released benchmark with similar questions to those of Spanish exams for foreign students, covering topics such as reading comprehension, word formation, meaning and compositional semantics, and grammar. The results show that LLMs perform well at understanding Spanish but are still far from achieving the level of a native speaker in terms of grammatical competence.

The increasing adoption of natural language processing (NLP) models across industries has led to practitioners' need for machine learning systems to handle these models efficiently, from training to serving them in production. However, training, deploying, and updating multiple models can be complex, costly, and time-consuming, mainly when using transformer-based pre-trained language models. Multi-Task Learning (MTL) has emerged as a promising approach to improve efficiency and performance through joint training, rather than training separate models. Motivated by this, we first provide an overview of transformer-based MTL approaches in NLP. Then, we discuss the challenges and opportunities of using MTL approaches throughout typical ML lifecycle phases, specifically focusing on the challenges related to data engineering, model development, deployment, and monitoring phases. This survey focuses on transformer-based MTL architectures and, to the best of our knowledge, is novel in that it systematically analyses how transformer-based MTL in NLP fits into ML lifecycle phases. Furthermore, we motivate research on the connection between MTL and continual learning (CL), as this area remains unexplored. We believe it would be practical to have a model that can handle both MTL and CL, as this would make it easier to periodically re-train the model, update it due to distribution shifts, and add new capabilities to meet real-world requirements.

In this paper, we systematically study the potential of pre-training with Large Language Model(LLM)-based document expansion for dense passage retrieval. Concretely, we leverage the capabilities of LLMs for document expansion, i.e. query generation, and effectively transfer expanded knowledge to retrievers using pre-training strategies tailored for passage retrieval. These strategies include contrastive learning and bottlenecked query generation. Furthermore, we incorporate a curriculum learning strategy to reduce the reliance on LLM inferences. Experimental results demonstrate that pre-training with LLM-based document expansion significantly boosts the retrieval performance on large-scale web-search tasks. Our work shows strong zero-shot and out-of-domain retrieval abilities, making it more widely applicable for retrieval when initializing with no human-labeled data.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

What kinds of instructional prompts are easier to follow for Language Models (LMs)? We study this question by conducting extensive empirical analysis that shed light on important features of successful instructional prompts. Specifically, we study several classes of reframing techniques for manual reformulation of prompts into more effective ones. Some examples include decomposing a complex task instruction into multiple simpler tasks or itemizing instructions into sequential steps. Our experiments compare the zero-shot and few-shot performance of LMs prompted with reframed instructions on 12 NLP tasks across 6 categories. Compared with original instructions, our reframed instructions lead to significant improvements across LMs with different sizes. For example, the same reframed prompts boost few-shot performance of GPT3-series and GPT2-series by 12.5% and 6.7% respectively averaged over all tasks. Furthermore, reframed instructions reduce the number of examples required to prompt LMs in the few-shot setting. We hope these empirically-driven techniques will pave the way towards more effective future prompting algorithms.

In this paper, I introduce the retrieval problem, a simple reasoning task that can be solved only by transformers with a minimum number of layers. The task has an adjustable difficulty that can further increase the required number of layers to any arbitrary value. I demonstrate that large language models can solve the task under different prompting formulations without any fine-tuning. To understand how transformers solve the retrieval problem, I train several transformers on a minimal formulation. I find that successful learning occurs only under the presence of an implicit curriculum. I uncover the learned mechanisms by studying the attention maps in the trained transformers. I also study the training process, uncovering that attention heads always emerge in a specific sequence.

Based on the foundation of Large Language Models (LLMs), Multilingual Large Language Models (MLLMs) have been developed to address the challenges of multilingual natural language processing tasks, hoping to achieve knowledge transfer from high-resource to low-resource languages. However, significant limitations and challenges still exist, such as language imbalance, multilingual alignment, and inherent bias. In this paper, we aim to provide a comprehensive analysis of MLLMs, delving deeply into discussions surrounding these critical issues. First of all, we start by presenting an overview of MLLMs, covering their evolution, key techniques, and multilingual capacities. Secondly, we explore widely utilized multilingual corpora for MLLMs' training and multilingual datasets oriented for downstream tasks that are crucial for enhancing the cross-lingual capability of MLLMs. Thirdly, we survey the existing studies on multilingual representations and investigate whether the current MLLMs can learn a universal language representation. Fourthly, we discuss bias on MLLMs including its category and evaluation metrics, and summarize the existing debiasing techniques. Finally, we discuss existing challenges and point out promising research directions. By demonstrating these aspects, this paper aims to facilitate a deeper understanding of MLLMs and their potentiality in various domains.

The remarkable capability of large language models (LLMs) for in-context learning (ICL) needs to be activated by demonstration examples. Prior work has extensively explored the selection of examples for ICL, predominantly following the "select then organize" paradigm, such approaches often neglect the internal relationships between examples and exist an inconsistency between the training and inference. In this paper, we formulate the problem as a sequential selection problem and introduce Se^2, a sequential-aware method that leverages the LLM's feedback on varying context, aiding in capturing inter-relationships and sequential information among examples, significantly enriching the contextuality and relevance of ICL prompts. Meanwhile, we utilize beam search to seek and construct example sequences, enhancing both quality and diversity. Extensive experiments across 23 NLP tasks from 8 distinct categories illustrate that Se^2 markedly surpasses competitive baselines and achieves 42% relative improvement over random selection. Further in-depth analysis show the effectiveness of proposed strategies, highlighting Se^2's exceptional stability and adaptability across various scenarios. Our code will be released to facilitate future research.

Recent work on large language models relies on the intuition that most natural language processing tasks can be described via natural language instructions. Language models trained on these instructions show strong zero-shot performance on several standard datasets. However, these models even though impressive still perform poorly on a wide range of tasks outside of their respective training and evaluation sets. To address this limitation, we argue that a model should be able to keep extending its knowledge and abilities, without forgetting previous skills. In spite of the limited success of Continual Learning we show that Language Models can be continual learners. We empirically investigate the reason for this success and conclude that Continual Learning emerges from self-supervision pre-training. Our resulting model Continual-T0 (CT0) is able to learn diverse new tasks, while still maintaining good performance on previous tasks, spanning remarkably through 70 datasets in total. Finally, we show that CT0 is able to combine instructions in ways it was never trained for, demonstrating some compositionality.

Current language models are unable to quickly learn new concepts on the fly, often requiring a more involved finetuning process to learn robustly. Prompting in-context is not robust to context distractions, and often fails to confer much information about the new concepts. Classic methods for few-shot word learning in NLP, relying on global word vectors, are less applicable to large language models. In this paper, we introduce a novel approach named CoLLEGe (Concept Learning with Language Embedding Generation) to modernize few-shot concept learning. CoLLEGe is a meta-learning framework capable of generating flexible embeddings for new concepts using a small number of example sentences or definitions. Our primary meta-learning objective is simply to facilitate a language model to make next word predictions in forthcoming sentences, making it compatible with language model pretraining. We design a series of tasks to test new concept learning in challenging real-world scenarios, including new word acquisition, definition inference, and verbal reasoning, and demonstrate that our method succeeds in each setting without task-specific training.

Models of language trained on very large corpora have been demonstrated useful for NLP. As fixed artifacts, they have become the object of intense study, with many researchers "probing" the extent to which linguistic abstractions, factual and commonsense knowledge, and reasoning abilities they acquire and readily demonstrate. Building on this line of work, we consider a new question: for types of knowledge a language model learns, when during (pre)training are they acquired? We plot probing performance across iterations, using RoBERTa as a case study. Among our findings: linguistic knowledge is acquired fast, stably, and robustly across domains. Facts and commonsense are slower and more domain-sensitive. Reasoning abilities are, in general, not stably acquired. As new datasets, pretraining protocols, and probes emerge, we believe that probing-across-time analyses can help researchers understand the complex, intermingled learning that these models undergo and guide us toward more efficient approaches that accomplish necessary learning faster.

A large number of people are forced to use the Web in a language they have low literacy in due to technology asymmetries. Written text in the second language (L2) from such users often contains a large number of errors that are influenced by their native language (L1). We propose a method to mine phoneme confusions (sounds in L2 that an L1 speaker is likely to conflate) for pairs of L1 and L2. These confusions are then plugged into a generative model (Bi-Phone) for synthetically producing corrupted L2 text. Through human evaluations, we show that Bi-Phone generates plausible corruptions that differ across L1s and also have widespread coverage on the Web. We also corrupt the popular language understanding benchmark SuperGLUE with our technique (FunGLUE for Phonetically Noised GLUE) and show that SoTA language understating models perform poorly. We also introduce a new phoneme prediction pre-training task which helps byte models to recover performance close to SuperGLUE. Finally, we also release the FunGLUE benchmark to promote further research in phonetically robust language models. To the best of our knowledge, FunGLUE is the first benchmark to introduce L1-L2 interactions in text.

In this work, we aim to connect two research areas: instruction models and retrieval-based models. While instruction-tuned Large Language Models (LLMs) excel at extracting information from text, they are not suitable for semantic retrieval. Similarity search over embedding vectors allows to index and query vectors, but the similarity reflected in the embedding is sub-optimal for many use cases. We identify the task of retrieving sentences based on abstract descriptions of their content. We demonstrate the inadequacy of current text embeddings and propose an alternative model that significantly improves when used in standard nearest neighbor search. The model is trained using positive and negative pairs sourced through prompting an a large language model (LLM). While it is easy to source the training material from an LLM, the retrieval task cannot be performed by the LLM directly. This demonstrates that data from LLMs can be used not only for distilling more efficient specialized models than the original LLM, but also for creating new capabilities not immediately possible using the original model.

As Artificial and Robotic Systems are increasingly deployed and relied upon for real-world applications, it is important that they exhibit the ability to continually learn and adapt in dynamically-changing environments, becoming Lifelong Learning Machines. Continual/lifelong learning (LL) involves minimizing catastrophic forgetting of old tasks while maximizing a model's capability to learn new tasks. This paper addresses the challenging lifelong reinforcement learning (L2RL) setting. Pushing the state-of-the-art forward in L2RL and making L2RL useful for practical applications requires more than developing individual L2RL algorithms; it requires making progress at the systems-level, especially research into the non-trivial problem of how to integrate multiple L2RL algorithms into a common framework. In this paper, we introduce the Lifelong Reinforcement Learning Components Framework (L2RLCF), which standardizes L2RL systems and assimilates different continual learning components (each addressing different aspects of the lifelong learning problem) into a unified system. As an instantiation of L2RLCF, we develop a standard API allowing easy integration of novel lifelong learning components. We describe a case study that demonstrates how multiple independently-developed LL components can be integrated into a single realized system. We also introduce an evaluation environment in order to measure the effect of combining various system components. Our evaluation environment employs different LL scenarios (sequences of tasks) consisting of Starcraft-2 minigames and allows for the fair, comprehensive, and quantitative comparison of different combinations of components within a challenging common evaluation environment.

Large Language Models (LLMs), trained on extensive web-scale corpora, have demonstrated remarkable abilities across diverse tasks, especially as they are scaled up. Nevertheless, even state-of-the-art models struggle in certain cases, sometimes failing at problems solvable by young children, indicating that traditional notions of task complexity are insufficient for explaining LLM capabilities. However, exploring LLM capabilities is complicated by the fact that most widely-used models are also "instruction-tuned" to respond appropriately to prompts. With the goal of disentangling the factors influencing LLM performance, we investigate whether instruction-tuned models possess fundamentally different capabilities from base models that are prompted using in-context examples. Through extensive experiments across various model families, scales and task types, which included instruction tuning 90 different LLMs, we demonstrate that the performance of instruction-tuned models is significantly correlated with the in-context performance of their base counterparts. By clarifying what instruction-tuning contributes, we extend prior research into in-context learning, which suggests that base models use priors from pretraining data to solve tasks. Specifically, we extend this understanding to instruction-tuned models, suggesting that their pretraining data similarly sets a limiting boundary on the tasks they can solve, with the added influence of the instruction-tuning dataset.

A central notion in practical and theoretical machine learning is that of a weak learner, classifiers that achieve better-than-random performance (on any given distribution over data), even by a small margin. Such weak learners form the practical basis for canonical machine learning methods such as boosting. In this work, we illustrate that prompt-based large language models can operate effectively as said weak learners. Specifically, we illustrate the use of a large language model (LLM) as a weak learner in a boosting algorithm applied to tabular data. We show that by providing (properly sampled according to the distribution of interest) text descriptions of tabular data samples, LLMs can produce a summary of the samples that serves as a template for classification and achieves the aim of acting as a weak learner on this task. We incorporate these models into a boosting approach, which in some settings can leverage the knowledge within the LLM to outperform traditional tree-based boosting. The model outperforms both few-shot learning and occasionally even more involved fine-tuning procedures, particularly for tasks involving small numbers of data points. The results illustrate the potential for prompt-based LLMs to function not just as few-shot learners themselves, but as components of larger machine learning pipelines.

This paper investigates the propagation of harmful information in multilingual large language models (LLMs) and evaluates the efficacy of various unlearning methods. We demonstrate that fake information, regardless of the language it is in, once introduced into these models through training data, can spread across different languages, compromising the integrity and reliability of the generated content. Our findings reveal that standard unlearning techniques, which typically focus on English data, are insufficient in mitigating the spread of harmful content in multilingual contexts and could inadvertently reinforce harmful content across languages. We show that only by addressing harmful responses in both English and the original language of the harmful data can we effectively eliminate generations for all languages. This underscores the critical need for comprehensive unlearning strategies that consider the multilingual nature of modern LLMs to enhance their safety and reliability across diverse linguistic landscapes.

End-to-end training of Spoken Language Models (SLMs) commonly involves adapting pre-trained text-based Large Language Models (LLMs) to the speech modality through multi-stage training on diverse tasks such as ASR, TTS and spoken question answering (SQA). Although this multi-stage continual learning equips LLMs with both speech understanding and generation capabilities, the substantial differences in task and data distributions across stages can lead to catastrophic forgetting, where previously acquired knowledge is lost. This paper investigates catastrophic forgetting and evaluates three mitigation strategies-model merging, discounting the LoRA scaling factor, and experience replay to balance knowledge retention with new learning. Results show that experience replay is the most effective, with further gains achieved by combining it with other methods. These findings provide insights for developing more robust and efficient SLM training pipelines.

Lifelong learning (LL) is an important ability for NLP models to learn new tasks continuously. Architecture-based approaches are reported to be effective implementations for LL models. However, it is non-trivial to extend previous approaches to domain incremental LL scenarios since they either require access to task identities in the testing phase or cannot handle samples from unseen tasks. In this paper, we propose Diana: a dynamic architecture-based lifelong learning model that tries to learn a sequence of tasks with a prompt-enhanced language model. Four types of hierarchically organized prompts are used in Diana to capture knowledge from different granularities. Specifically, we dedicate task-level prompts to capture task-specific knowledge to retain high LL performances and maintain instance-level prompts to learn knowledge shared across input samples to improve the model's generalization performance. Moreover, we dedicate separate prompts to explicitly model unseen tasks and introduce a set of prompt key vectors to facilitate knowledge sharing between tasks. Extensive experiments demonstrate that Diana outperforms state-of-the-art LL models, especially in handling unseen tasks. We release the code and data at https://github.com/AlibabaResearch/DAMO-ConvAI/tree/main/diana.

Large language models (LLMs) often struggle to provide up-to-date information due to their one-time training and the constantly evolving nature of the world. To keep LLMs current, existing approaches typically involve continued pre-training on new documents. However, they frequently face difficulties in extracting stored knowledge. Motivated by the remarkable success of the Feynman Technique in efficient human learning, we introduce Self-Tuning, a learning framework aimed at improving an LLM's ability to effectively acquire new knowledge from raw documents through self-teaching. Specifically, we develop a Self-Teaching strategy that augments the documents with a set of knowledge-intensive tasks created in a self-supervised manner, focusing on three crucial aspects: memorization, comprehension, and self-reflection. Additionally, we introduce three Wiki-Newpages-2023-QA datasets to facilitate an in-depth analysis of an LLM's knowledge acquisition ability concerning memorization, extraction, and reasoning. Extensive experimental results on Llama2 family models reveal that Self-Tuning consistently exhibits superior performance across all knowledge acquisition tasks and excels in preserving previous knowledge.

It is very challenging to work with low-resource languages due to the inadequate availability of data. Using a dictionary to map independently trained word embeddings into a shared vector space has proved to be very useful in learning bilingual embeddings in the past. Here we have tried to map individual embeddings of words in English and their corresponding translated words in low-resource languages like Estonian, Slovenian, Slovakian, and Hungarian. We have used a supervised learning approach. We report accuracy scores through various retrieval strategies which show that it is possible to approach challenging tasks in Natural Language Processing like machine translation for such languages, provided that we have at least some amount of proper bilingual data. We also conclude that we can follow an unsupervised learning path on monolingual text data as that is more suitable for low-resource languages.

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.

Passage ranking involves two stages: passage retrieval and passage re-ranking, which are important and challenging topics for both academics and industries in the area of Information Retrieval (IR). However, the commonly-used datasets for passage ranking usually focus on the English language. For non-English scenarios, such as Chinese, the existing datasets are limited in terms of data scale, fine-grained relevance annotation and false negative issues. To address this problem, we introduce T2Ranking, a large-scale Chinese benchmark for passage ranking. T2Ranking comprises more than 300K queries and over 2M unique passages from real-world search engines. Expert annotators are recruited to provide 4-level graded relevance scores (fine-grained) for query-passage pairs instead of binary relevance judgments (coarse-grained). To ease the false negative issues, more passages with higher diversities are considered when performing relevance annotations, especially in the test set, to ensure a more accurate evaluation. Apart from the textual query and passage data, other auxiliary resources are also provided, such as query types and XML files of documents which passages are generated from, to facilitate further studies. To evaluate the dataset, commonly used ranking models are implemented and tested on T2Ranking as baselines. The experimental results show that T2Ranking is challenging and there is still scope for improvement. The full data and all codes are available at https://github.com/THUIR/T2Ranking/