Supporting Qualitative Analysis with Large Language Models: Combining Codebook with GPT-3 for Deductive Coding

Qualitative analysis of textual contents unpacks rich and valuable information by assigning labels to the data. However, this process is often labor-intensive, particularly when working with large datasets. While recent AI-based tools demonstrate utility, researchers may not have readily available AI resources and expertise, let alone be challenged by the limited generalizability of those task-specific models. In this study, we explored the use of large language models (LLMs) in supporting deductive coding, a major category of qualitative analysis where researchers use pre-determined codebooks to label the data into a fixed set of codes. Instead of training task-specific models, a pre-trained LLM could be used directly for various tasks without fine-tuning through prompt learning. Using a curiosity-driven questions coding task as a case study, we found, by combining GPT-3 with expert-drafted codebooks, our proposed approach achieved fair to substantial agreements with expert-coded results. We lay out challenges and opportunities in using LLMs to support qualitative coding and beyond.

A Song of Ice and Fire: Analyzing Textual Autotelic Agents in ScienceWorld

Building open-ended agents that can autonomously discover a diversity of behaviours is one of the long-standing goals of artificial intelligence. This challenge can be studied in the framework of autotelic RL agents, i.e. agents that learn by selecting and pursuing their own goals, self-organizing a learning curriculum. Recent work identified language as a key dimension of autotelic learning, in particular because it enables abstract goal sampling and guidance from social peers for hindsight relabelling. Within this perspective, we study the following open scientific questions: What is the impact of hindsight feedback from a social peer (e.g. selective vs. exhaustive)? How can the agent learn from very rare language goal examples in its experience replay? How can multiple forms of exploration be combined, and take advantage of easier goals as stepping stones to reach harder ones? To address these questions, we use ScienceWorld, a textual environment with rich abstract and combinatorial physics. We show the importance of selectivity from the social peer's feedback; that experience replay needs to over-sample examples of rare goals; and that following self-generated goal sequences where the agent's competence is intermediate leads to significant improvements in final performance.

GPT-3-driven pedagogical agents for training children's curious question-asking skills

Students' ability to ask curious questions is a crucial skill that improves their learning processes. To train this skill, previous research has used a conversational agent that propose specific cues to prompt children's curiosity during learning. Despite showing pedagogical efficiency, this method is still limited since it relies on generating the said prompts by hand for each educational resource, which can be a very long and costly process. In this context, we leverage the advances in the natural language processing field and explore using a large language model (GPT-3) to automate the generation of this agent's curiosity-prompting cues to help children ask more and deeper questions. We then used this study to investigate a different curiosity-prompting behavior for the agent. The study was conducted with 75 students aged between 9 and 10. They either interacted with a hand-crafted conversational agent that proposes "closed" manually-extracted cues leading to predefined questions, a GPT-3-driven one that proposes the same type of cues, or a GPT-3-driven one that proposes "open" cues that can lead to several possible questions. Results showed a similar question-asking performance between children who had the two "closed" agents, but a significantly better one for participants with the "open" agent. Our first results suggest the validity of using GPT-3 to facilitate the implementation of curiosity-stimulating learning technologies. In a second step, we also show that GPT-3 can be efficient in proposing the relevant open cues that leave children with more autonomy to express their curiosity.

Selecting Better Samples from Pre-trained LLMs: A Case Study on Question Generation

Large Language Models (LLMs) have in recent years demonstrated impressive prowess in natural language generation. A common practice to improve generation diversity is to sample multiple outputs from the model. However, there lacks a simple and robust way of selecting the best output from these stochastic samples. As a case study framed in the context of question generation, we propose two prompt-based approaches to selecting high-quality questions from a set of LLM-generated candidates. Our method works under the constraints of 1) a black-box (non-modifiable) question generation model and 2) lack of access to human-annotated references -- both of which are realistic limitations for real-world deployment of LLMs. With automatic as well as human evaluations, we empirically demonstrate that our approach can effectively select questions of higher qualities than greedy generation.

General-to-Specific Transfer Labeling for Domain Adaptable Keyphrase Generation

Training keyphrase generation (KPG) models requires a large amount of annotated data, which can be prohibitively expensive and often limited to specific domains. In this study, we first demonstrate that large distribution shifts among different domains severely hinder the transferability of KPG models. We then propose a three-stage pipeline, which gradually guides KPG models' learning focus from general syntactical features to domain-related semantics, in a data-efficient manner. With Domain-general Phrase pre-training, we pre-train Sequence-to-Sequence models with generic phrase annotations that are widely available on the web, which enables the models to generate phrases in a wide range of domains. The resulting model is then applied in the Transfer Labeling stage to produce domain-specific pseudo keyphrases, which help adapt models to a new domain. Finally, we fine-tune the model with limited data with true labels to fully adapt it to the target domain. Our experiment results show that the proposed process can produce good quality keyphrases in new domains and achieve consistent improvements after adaptation with limited in-domain annotated data.

Asking for Knowledge: Training RL Agents to Query External Knowledge Using Language

To solve difficult tasks, humans ask questions to acquire knowledge from external sources. In contrast, classical reinforcement learning agents lack such an ability and often resort to exploratory behavior. This is exacerbated as few present-day environments support querying for knowledge. In order to study how agents can be taught to query external knowledge via language, we first introduce two new environments: the grid-world-based Q-BabyAI and the text-based Q-TextWorld. In addition to physical interactions, an agent can query an external knowledge source specialized for these environments to gather information. Second, we propose the "Asking for Knowledge" (AFK) agent, which learns to generate language commands to query for meaningful knowledge that helps solve the tasks. AFK leverages a non-parametric memory, a pointer mechanism and an episodic exploration bonus to tackle (1) a large query language space, (2) irrelevant information, (3) delayed reward for making meaningful queries. Extensive experiments demonstrate that the AFK agent outperforms recent baselines on the challenging Q-BabyAI and Q-TextWorld environments.

One-Shot Learning from a Demonstration with Hierarchical Latent Language

Humans have the capability, aided by the expressive compositionality of their language, to learn quickly by demonstration. They are able to describe unseen task-performing procedures and generalize their execution to other contexts. In this work, we introduce DescribeWorld, an environment designed to test this sort of generalization skill in grounded agents, where tasks are linguistically and procedurally composed of elementary concepts. The agent observes a single task demonstration in a Minecraft-like grid world, and is then asked to carry out the same task in a new map. To enable such a level of generalization, we propose a neural agent infused with hierarchical latent language--both at the level of task inference and subtask planning. Our agent first generates a textual description of the demonstrated unseen task, then leverages this description to replicate it. Through multiple evaluation scenarios and a suite of generalization tests, we find that agents that perform text-based inference are better equipped for the challenge under a random split of tasks.

Interactive Machine Comprehension with Dynamic Knowledge Graphs

Interactive machine reading comprehension (iMRC) is machine comprehension tasks where knowledge sources are partially observable. An agent must interact with an environment sequentially to gather necessary knowledge in order to answer a question. We hypothesize that graph representations are good inductive biases, which can serve as an agent's memory mechanism in iMRC tasks. We explore four different categories of graphs that can capture text information at various levels. We describe methods that dynamically build and update these graphs during information gathering, as well as neural models to encode graph representations in RL agents. Extensive experiments on iSQuAD suggest that graph representations can result in significant performance improvements for RL agents.