Recent work in machine learning and cognitive science has suggested that understanding causal information is essential to the development of intelligence. The extensive literature in cognitive science using the ``blicket detector'' environment shows that children are adept at many kinds of causal inference and learning. We propose to adapt that environment for machine learning agents. One of the key challenges for current machine learning algorithms is modeling and understanding causal overhypotheses: transferable abstract hypotheses about sets of causal relationships. In contrast, even young children spontaneously learn and use causal overhypotheses. In this work, we present a new benchmark -- a flexible environment which allows for the evaluation of existing techniques under variable causal overhypotheses -- and demonstrate that many existing state-of-the-art methods have trouble generalizing in this environment. The code and resources for this benchmark are available at https://github.com/CannyLab/casual_overhypotheses.
Despite recent progress in reinforcement learning (RL), RL algorithms for exploration still remain an active area of research. Existing methods often focus on state-based metrics, which do not consider the underlying causal structures of the environment, and while recent research has begun to explore RL environments for causal learning, these environments primarily leverage causal information through causal inference or induction rather than exploration. In contrast, human children - some of the most proficient explorers - have been shown to use causal information to great benefit. In this work, we introduce a novel RL environment designed with a controllable causal structure, which allows us to evaluate exploration strategies used by both agents and children in a unified environment. In addition, through experimentation on both computation models and children, we demonstrate that there are significant differences between information-gain optimal RL exploration in causal environments and the exploration of children in the same environments. We conclude with a discussion of how these findings may inspire new directions of research into efficient exploration and disambiguation of causal structures for RL algorithms.
With the growing adoption of short-form video by social media platforms, reducing the spread of misinformation through video posts has become a critical challenge for social media providers. In this paper, we develop methods to detect misinformation in social media posts, exploiting modalities such as video and text. Due to the lack of large-scale public data for misinformation detection in multi-modal datasets, we collect 160,000 video posts from Twitter, and leverage self-supervised learning to learn expressive representations of joint visual and textual data. In this work, we propose two new methods for detecting semantic inconsistencies within short-form social media video posts, based on contrastive learning and masked language modeling. We demonstrate that our new approaches outperform current state-of-the-art methods on both artificial data generated by random-swapping of positive samples and in the wild on a new manually-labeled test set for semantic misinformation.
News podcasts are a popular medium to stay informed and dive deep into news topics. Today, most podcasts are handcrafted by professionals. In this work, we advance the state-of-the-art in automatically generated podcasts, making use of recent advances in natural language processing and text-to-speech technology. We present NewsPod, an automatically generated, interactive news podcast. The podcast is divided into segments, each centered on a news event, with each segment structured as a Question and Answer conversation, whose goal is to engage the listener. A key aspect of the design is the use of distinct voices for each role (questioner, responder), to better simulate a conversation. Another novel aspect of NewsPod allows listeners to interact with the podcast by asking their own questions and receiving automatically generated answers. We validate the soundness of this system design through two usability studies, focused on evaluating the narrative style and interactions with the podcast, respectively. We find that NewsPod is preferred over a baseline by participants, with 80% claiming they would use the system in the future.
Sketching is a natural and effective visual communication medium commonly used in creative processes. Recent developments in deep-learning models drastically improved machines' ability in understanding and generating visual content. An exciting area of development explores deep-learning approaches used to model human sketches, opening opportunities for creative applications. This chapter describes three fundamental steps in developing deep-learning-driven creativity support tools that consumes and generates sketches: 1) a data collection effort that generated a new paired dataset between sketches and mobile user interfaces; 2) a sketch-based user interface retrieval system adapted from state-of-the-art computer vision techniques; and, 3) a conversational sketching system that supports the novel interaction of a natural-language-based sketch/critique authoring process. In this chapter, we survey relevant prior work in both the deep-learning and human-computer-interaction communities, document the data collection process and the systems' architectures in detail, present qualitative and quantitative results, and paint the landscape of several future research directions in this exciting area.
Learning effective visual representations that generalize well without human supervision is a fundamental problem in order to apply Machine Learning to a wide variety of tasks. Recently, two families of self-supervised methods, contrastive learning and latent bootstrapping, exemplified by SimCLR and BYOL respectively, have made significant progress. In this work, we hypothesize that adding explicit information compression to these algorithms yields better and more robust representations. We verify this by developing SimCLR and BYOL formulations compatible with the Conditional Entropy Bottleneck (CEB) objective, allowing us to both measure and control the amount of compression in the learned representation, and observe their impact on downstream tasks. Furthermore, we explore the relationship between Lipschitz continuity and compression, showing a tractable lower bound on the Lipschitz constant of the encoders we learn. As Lipschitz continuity is closely related to robustness, this provides a new explanation for why compressed models are more robust. Our experiments confirm that adding compression to SimCLR and BYOL significantly improves linear evaluation accuracies and model robustness across a wide range of domain shifts. In particular, the compressed version of BYOL achieves 76.0% Top-1 linear evaluation accuracy on ImageNet with ResNet-50, and 78.8% with ResNet-50 2x.
Deep reinforcement learning (RL) has shown great empirical successes, but suffers from brittleness and sample inefficiency. A potential remedy is to use a previously-trained policy as a source of supervision. In this work, we refer to these policies as teachers and study how to transfer their expertise to new student policies by focusing on data usage. We propose a framework, Data CUrriculum for Reinforcement learning (DCUR), which first trains teachers using online deep RL, and stores the logged environment interaction history. Then, students learn by running either offline RL or by using teacher data in combination with a small amount of self-generated data. DCUR's central idea involves defining a class of data curricula which, as a function of training time, limits the student to sampling from a fixed subset of the full teacher data. We test teachers and students using state-of-the-art deep RL algorithms across a variety of data curricula. Results suggest that the choice of data curricula significantly impacts student learning, and that it is beneficial to limit the data during early training stages while gradually letting the data availability grow over time. We identify when the student can learn offline and match teacher performance without relying on specialized offline RL algorithms. Furthermore, we show that collecting a small fraction of online data provides complementary benefits with the data curriculum. Supplementary material is available at https://tinyurl.com/teach-dcur.
This work describes an automatic news chatbot that draws content from a diverse set of news articles and creates conversations with a user about the news. Key components of the system include the automatic organization of news articles into topical chatrooms, integration of automatically generated questions into the conversation, and a novel method for choosing which questions to present which avoids repetitive suggestions. We describe the algorithmic framework and present the results of a usability study that shows that news readers using the system successfully engage in multi-turn conversations about specific news stories.
This work presents a new approach to unsupervised abstractive summarization based on maximizing a combination of coverage and fluency for a given length constraint. It introduces a novel method that encourages the inclusion of key terms from the original document into the summary: key terms are masked out of the original document and must be filled in by a coverage model using the current generated summary. A novel unsupervised training procedure leverages this coverage model along with a fluency model to generate and score summaries. When tested on popular news summarization datasets, the method outperforms previous unsupervised methods by more than 2 R-1 points, and approaches results of competitive supervised methods. Our model attains higher levels of abstraction with copied passages roughly two times shorter than prior work, and learns to compress and merge sentences without supervision.
Automatic video captioning aims to train models to generate text descriptions for all segments in a video, however, the most effective approaches require large amounts of manual annotation which is slow and expensive. Active learning is a promising way to efficiently build a training set for video captioning tasks while reducing the need to manually label uninformative examples. In this work we both explore various active learning approaches for automatic video captioning and show that a cluster-regularized ensemble strategy provides the best active learning approach to efficiently gather training sets for video captioning. We evaluate our approaches on the MSR-VTT and LSMDC datasets using both transformer and LSTM based captioning models and show that our novel strategy can achieve high performance while using up to 60% fewer training data than the strong state of the art baselines.