Personality-affected Emotion Generation in Dialog Systems

Generating appropriate emotions for responses is essential for dialog systems to provide human-like interaction in various application scenarios. Most previous dialog systems tried to achieve this goal by learning empathetic manners from anonymous conversational data. However, emotional responses generated by those methods may be inconsistent, which will decrease user engagement and service quality. Psychological findings suggest that the emotional expressions of humans are rooted in personality traits. Therefore, we propose a new task, Personality-affected Emotion Generation, to generate emotion based on the personality given to the dialog system and further investigate a solution through the personality-affected mood transition. Specifically, we first construct a daily dialog dataset, Personality EmotionLines Dataset (PELD), with emotion and personality annotations. Subsequently, we analyze the challenges in this task, i.e., (1) heterogeneously integrating personality and emotional factors and (2) extracting multi-granularity emotional information in the dialog context. Finally, we propose to model the personality as the transition weight by simulating the mood transition process in the dialog system and solve the challenges above. We conduct extensive experiments on PELD for evaluation. Results suggest that by adopting our method, the emotion generation performance is improved by 13% in macro-F1 and 5% in weighted-F1 from the BERT-base model.

Prompting Explicit and Implicit Knowledge for Multi-hop Question Answering Based on Human Reading Process

Pre-trained language models (PLMs) leverage chains-of-thought (CoT) to simulate human reasoning and inference processes, achieving proficient performance in multi-hop QA. However, a gap persists between PLMs' reasoning abilities and those of humans when tackling complex problems. Psychological studies suggest a vital connection between explicit information in passages and human prior knowledge during reading. Nevertheless, current research has given insufficient attention to linking input passages and PLMs' pre-training-based knowledge from the perspective of human cognition studies. In this study, we introduce a Prompting Explicit and Implicit knowledge (PEI) framework, which uses prompts to connect explicit and implicit knowledge, aligning with human reading process for multi-hop QA. We consider the input passages as explicit knowledge, employing them to elicit implicit knowledge through unified prompt reasoning. Furthermore, our model incorporates type-specific reasoning via prompts, a form of implicit knowledge. Experimental results show that PEI performs comparably to the state-of-the-art on HotpotQA. Ablation studies confirm the efficacy of our model in bridging and integrating explicit and implicit knowledge.

Take Your Pick: Enabling Effective Personalized Federated Learning within Low-dimensional Feature Space

Personalized federated learning (PFL) is a popular framework that allows clients to have different models to address application scenarios where clients' data are in different domains. The typical model of a client in PFL features a global encoder trained by all clients to extract universal features from the raw data and personalized layers (e.g., a classifier) trained using the client's local data. Nonetheless, due to the differences between the data distributions of different clients (aka, domain gaps), the universal features produced by the global encoder largely encompass numerous components irrelevant to a certain client's local task. Some recent PFL methods address the above problem by personalizing specific parameters within the encoder. However, these methods encounter substantial challenges attributed to the high dimensionality and non-linearity of neural network parameter space. In contrast, the feature space exhibits a lower dimensionality, providing greater intuitiveness and interpretability as compared to the parameter space. To this end, we propose a novel PFL framework named FedPick. FedPick achieves PFL in the low-dimensional feature space by selecting task-relevant features adaptively for each client from the features generated by the global encoder based on its local data distribution. It presents a more accessible and interpretable implementation of PFL compared to those methods working in the parameter space. Extensive experimental results show that FedPick could effectively select task-relevant features for each client and improve model performance in cross-domain FL.

Unlocking the Potential of Federated Learning for Deeper Models

Federated learning (FL) is a new paradigm for distributed machine learning that allows a global model to be trained across multiple clients without compromising their privacy. Although FL has demonstrated remarkable success in various scenarios, recent studies mainly utilize shallow and small neural networks. In our research, we discover a significant performance decline when applying the existing FL framework to deeper neural networks, even when client data are independently and identically distributed (i.i.d.). Our further investigation shows that the decline is due to the continuous accumulation of dissimilarities among client models during the layer-by-layer back-propagation process, which we refer to as "divergence accumulation." As deeper models involve a longer chain of divergence accumulation, they tend to manifest greater divergence, subsequently leading to performance decline. Both theoretical derivations and empirical evidence are proposed to support the existence of divergence accumulation and its amplified effects in deeper models. To address this issue, we propose several technical guidelines based on reducing divergence, such as using wider models and reducing the receptive field. These approaches can greatly improve the accuracy of FL on deeper models. For example, the application of these guidelines can boost the ResNet101 model's performance by as much as 43\% on the Tiny-ImageNet dataset.

EPARS: Early Prediction of At-risk Students with Online and Offline Learning Behaviors

Early prediction of students at risk (STAR) is an effective and significant means to provide timely intervention for dropout and suicide. Existing works mostly rely on either online or offline learning behaviors which are not comprehensive enough to capture the whole learning processes and lead to unsatisfying prediction performance. We propose a novel algorithm (EPARS) that could early predict STAR in a semester by modeling online and offline learning behaviors. The online behaviors come from the log of activities when students use the online learning management system. The offline behaviors derive from the check-in records of the library. Our main observations are two folds. Significantly different from good students, STAR barely have regular and clear study routines. We devised a multi-scale bag-of-regularity method to extract the regularity of learning behaviors that is robust to sparse data. Second, friends of STAR are more likely to be at risk. We constructed a co-occurrence network to approximate the underlying social network and encode the social homophily as features through network embedding. To validate the proposed algorithm, extensive experiments have been conducted among an Asian university with 15,503 undergraduate students. The results indicate EPARS outperforms baselines by 14.62% ~ 38.22% in predicting STAR.