Relative Drawing Identification Complexity is Invariant to Modality in Vision-Language Models

Large language models have become multimodal, and many of them are said to integrate their modalities using common representations. If this were true, a drawing of a car as an image, for instance, should map to the similar area in the latent space as a textual description of the strokes that conform the drawing. To explore this in a black-box access regime to these models, we propose the use of machine teaching, a theory that studies the minimal set of examples a teacher needs to choose so that the learner captures the concept. In this paper we evaluate the complexity of teaching visual-language models a subset of objects in the Quick, Draw! dataset using two presentations: raw images as bitmaps and trace coordinates in TikZ format. The results indicate that image-based representations generally require fewer segments and achieve higher accuracy than coordinate-based representations. But, surprisingly, the teaching size usually ranks concepts similarly across both modalities, even when controlling for (a human proxy of) concept priors, suggesting that the simplicity of concepts may be an inherent property that transcends modality representations.

Evaluating Simplification Algorithms for Interpretability of Time Series Classification

In this work, we introduce metrics to evaluate the use of simplified time series in the context of interpretability of a TSC - a Time Series Classifier. Such simplifications are important because time series data, in contrast to text and image data, are not intuitively understandable to humans. These metrics are related to the complexity of the simplifications - how many segments they contain - and to their loyalty - how likely they are to maintain the classification of the original time series. We employ these metrics to evaluate four distinct simplification algorithms, across several TSC algorithms and across datasets of varying characteristics, from seasonal or stationary to short or long. Our findings suggest that using simplifications for interpretability of TSC is much better than using the original time series, particularly when the time series are seasonal, non-stationary and/or with low entropy.

On a Combinatorial Problem Arising in Machine Teaching

We study a model of machine teaching where the teacher mapping is constructed from a size function on both concepts and examples. The main question in machine teaching is the minimum number of examples needed for any concept, the so-called teaching dimension. A recent paper [7] conjectured that the worst case for this model, as a function of the size of the concept class, occurs when the consistency matrix contains the binary representations of numbers from zero and up. In this paper we prove their conjecture. The result can be seen as a generalization of a theorem resolving the edge isoperimetry problem for hypercubes [12], and our proof is based on a lemma of [10].